[SP100] Long Exam 1

RA 7277

• also known as “Magna Carta for Persons with Disability”

• An Act Providing for the Rehabilitation, Self-development and Self-Reliance of Disabled Persons and their Integration into the Mainstream of Society and for other Purposes

5 Principles that Guide the Magna Carta for Disabled Persons

1. Disabled persons are part of Philippine society

2. Disabled persons have the same rights as other people to take their proper place in society

3. The rehabilitation of the disabled persons shall be the concern of the Government in order to foster their capacity to attain a more meaningful, production and satisfying life

4. The State recognizes the role of the private sector in promoting the welfare of disabled persons and shall encourage partnerships in programs that address their needs and concerns

5. Facilitate integration of disabled persons into the mainstream of society, the state shall advocate for and encourage respect for disabled persons. The State shall exert all efforts to remove social cultural, economic, environmental, and attitudinal barriers that are prejudicial to disabled persons.

Disabled Persons

those suffering from restriction or different abilities as a result of a mental, physical, or sensory impairment, to perform an activity in the manner or within the range considered normal for a human being

Disability

• physical or mental impairment that substantially limits one or more psychological, physiological, or anatomical function of an individual or activities of such individual

• record of such an impairment

• being regarded as having such an impairmen

7 Rights of a PWD

1. Employment

2. Education

3. Access to Healthcare

4. Provision of Necessary Auxiliary Services

5. Telecommunications Rights

6. Accesibility

7. Political and Civil Rights

Prohibited Acts against PWDs (RA 7277)

• discrimination on:

  • employment

  • transportation

  • use of public accommodations and services

Additional Privileges and Incentives (RA 9442 and RA 10754)

• 20% discount on

  • hotels, lodging establishments

  • admission fees in theaters, cinemas, or other places for leisure and amusement

  • purchase of medicines

  • medical and dental services

  • domestic air and sea travel

  • land transportation (railways, skyways, bus fares)

• Educational Assistance

• Granting special discounts in special government programs

• Benefits and Privileges in GSIS, SSS, and PAG-IBIG

• Provision of express lanes or priority shall be given to them

• Taxpayers caring for them shall receive incentives

• Changed “Disabled Persons” to “Persons with Disability”

Persons with Disability RA 10754

• are those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.

• For purposes of these Rules and Regulations, persons with disability shall be classified by the Department of Health (DOH) through an issuance

Additional Clauses under RA 10754

• Funeral and Burial Services for the Death of a Person with Disability

• Monitoring and Reporting of the Implementation of the Rules and Regulations

PASP Code of Ethics

a public statement of the basic ethical principles used to promote and maintain the highest standards of conduct within the profession

Purpose of the Code of Ethics

1. identify and describe the principles supported by the SP professions

2. offer benefits and protection to SLP practitioners and their service recipients

3. communicate the values of the profession to its members, undergraduate students and new professionals

4. assist SLPs in recognition and resolution of ethical dilemmas

5. help protect the public and its confidence in the profession

PASP and ASHA similarities

similar structure and outline of principles

Who must adhere to the PASP Code of Ethics?

1. certified or non-certified member of PASP

2. applicant for membership or certification

Who must adhere to the ASHA Code of Ethics?

1. member with clinical competence

2. non-member with certificate of clinical competence

3. applicant for ASHA certification or ASHA membership

Four Principles that Underlie the Code of Ethics for PASP and ASHA

1. duty to clients - responsibility to persons served professionally and to research participants

2. duty to profession - responsibility for one’s professional competence

3. duty to society - responsibility to the public

4. duty to professional colleagues - responsibility for professional relationships

Purpose of ASHA Scope of Practice

1. delineate areas of professional practice

2. inform others about professional roles and responsibilities of qualified providers

3. support SLPs in provision of high-quality, evidence-based services to individuals with communication, feeding, and/or swallowing concerns

4. support SLPs in the conduct and dissemination of research

5. guide the educational preparation and professional development of SLPs to provide safe and effective services

Definition of SLP according to ASHA

professionals who hold the ASHA certificate of clinical competence in speech language pathology

Eight Domains of SLP Service Delivery

1. collaboration

2. counseling

3. prevention and wellness

4. screening

5. assessment

6. treatment

7. modalities, technology, and instrumentation

8. population and systems

Five Domains of Professional Practice

1. advocacy and outreach

2. supervision

3. education

4. administration/leadership

5. research

Positions in the Board

• chairperson

• two members

  • process:

  • five nominees from Accredited Integrated Professional Organization of SLPs → three recommendees → two members appointed by the PH President

Qualifications of the Board

1. natural born citizen and resident for at least 5 years before appointment

2. RSLP, practicing for at least 5 years and in good standing of AIPO

3. good moral character, no offense involving moral turpitude

4. no pecuniary (financial) interest / conflict of interest → not affiliated in schools, review centers, etc.

Powers and Duties of the Board

1. enforce rules and regulations

2. administer oaths

3. supervise and regulate the registration, licensure, and practice of SLP in the PH

4. adopt an official seal of the Board

5. maintain a roster of SLPs (includes their basic information)

6. study conditions affecting the practice of speech pathology and adopt measures for the enhancement of its standards (professional, ethical, technical standards)

7. ensure, with CHED, that all schools having SP as a course complies with all policies, standards and requirements

8. adopt a code of ethics

9. develop and maintain standards for the practice of SLP

10. issue, revoke, or reinstate certificate of registration or cancel special temporary permit for the practice of SLP

11. prescribe guidelines and criteria in the continuing professional development program for SLP

12. prescribe coverage of exam; construct and check examination papers

13. hear or investigate violations of RA 11249

14. grant license w/o exam

15. issue or cancel certificates of recognition for advanced studies, researches and accomplishments

16. perform other duties necessary to fulfill the objectives of RA 11249

Length of Appointments of Board Members

1. Chairperson - three years

2. Members:

   • one for two year

   • one for one year

may be reappointed for another term of 3 years, but not serving for more than 6 years

All applicants for registration

are required to take the licensure examination

Who can be exempted from taking the licensure examination?

person who possess the pertinent qualifications required for admission in the licensure examination for speech language pathologists

What score is required to pass the licensure exam?

weighted average of at least 75% and no grade lower than 50% in any given subject

Who can be granted a Special Temporary Permit?

1. foreign speech language pathologist called for consultation for a specific purpose, essential to the growth of the profession

2. a foreign speech language pathologist who is an internationally recognized expert or specialist in any branch of speech language pathology and whose services are essential for the advancement of speech language pathology in the Philippines

3. a foreign speech language pathologist to be engaged as professor, lecturer, or critic in fields essential to speech language pathology education in the Philippines

Scope of Practice

1. Handling communication disorders – spotting, checking, diagnosing, treating, and preventing issues in speech, voice, hearing, fluency, and language.

2. Handling swallowing disorders – spotting, checking, diagnosing, treating, and preventing dysphagia and related problems.

3. Handling cognitive communication – checking and managing thinking-related communication and training people to use systems for it.

4. Using AAC (augmentative and alternative communication systems) – choosing, making, and teaching the use of alternative communication tools.

5. Hearing checks – screening hearing to support speech evaluation and rehab.

6. Home programs – planning and teaching home-based exercises for patients and families.

7. Teaching others – training students, professionals, patients, families, and the public about speech-language pathology.

8. Research – studying and creating new knowledge to improve SLP in the Philippines.

9. Consultancy – giving expert advice to government and private groups about SLP.

10. Teaching for licensure – teaching and reviewing subjects for the board exam.

What acts are prohibited in RA 11249?

1. practicing w/o a license

2. practicing during suspension

3. practicing using someone else’s license

RA 11249

An Act Regulating the Practice of Speech Language Pathology in the Philippines, and Providing Funds Therefor

Delia Delight Rice

in 1907, she was:

• the first teacher for the deaf in the Philippines

• missionary from the US

• did house-to-house visits

at that time, people with disabilities were hidden at home. hence, the belief that were no deaf children in the philippines

Deaf Evangelical Alliance Foundation

• formed in 1969 by mother and daughter tandem:

  • Rev. Ada Maybell Coryell and Rev. Aimee Ada Coryell

• formalized the need for an all education program for the deaf (offered for free)

• started in Laguna with around 200 students

• collaborated with:

  • Southeast Asian Institute for the Deaf

  • Miriam College (school that teaches sign language to its students)

  • Gallaudet University

Southeast Asian Institute for the Deaf (SAID)

• started in 1974

• uses total communication to help a person communicate

  • uses all means of communication: verbal, visual, sign language

• formerly known as Total Communication Foundation

• also collaborated with:

  • Miriam College

  • Gallaudet University

Elocution Movement

• there was rise in popularity of public speaking

  • both in the aspects of information dissemination and leisure (e.g. opera or play)

• “how to effectively speak in public or eloquently”

• focuses on articulation

Scientific Revolution

• had more studies on the brain, already aware of language disorders such as Broca’s Aphasia

• recognizes the need to address speech difficulties and its causes

  • e.g. hearing impairments, voice issues, physical manifestations such as cleft lip and palate

• this triggered speech services

earliest interventions involved cutting parts of the tongue

School of Vocal Physiology and Mechanics

• opened in 1872 by Alexander Graham Bell

• taught deaf children and those with articulation issues

• used the approach of visible speech:

  • lip reading

  • system of mouth positions

Royal Central School of Speech and Drama

• opened in 1906

• arts school in London

• first institution in Europe dedicated to the field that evolved into modern speech and language therapy

• looks into speech correction related to performance

Speech and its Defects

• authored by Samuel Potter

• focuses on speech and language processes that affect communication

• described speech and language disorders

History of the American Speech-Language-Hearing Association

• started in 1925 (where National Association of Teachers had a meeting)

• December 1925

  • known as the American Academy of Speech Correction

• 1927

  • changed to the American Society for the Study of Disorders of Speech

• 1934

  • changed to American Speech Correction Association

• 1947

  • changed to American Speech and Hearing Association

The Genesis Years

1967 - 1976

Dr. Francisco Nemenzo

• dean of CAS in UPD

• proposed undergrad program in speech correction

  • initially under Department of Speech and Drama

  • focused on the area of speech as an art rather than from a medical perspective

  • how it affects speech performance → what services could be provided

Dr. Guillermo Damian

first dean of the School of Allied Medical Professions (SAMP)

School of Allied Medical Professions (SAMP)

• gave rise to OT and PT

  • due to the onset of war, there was a need for rehabilitation sciences

• 1973 (first OT and PT board exam)

Prof. Rozella “Ochie” Sutadisastra

• first chair of the Department of Speech Pathology

• developed BSSP (approved in January 26, 1978)

• interest in speech correction was piqued by:

  • exposure to her uncle’s cerebral palsy clinic

  • Marilyn Sutton

• 1967

  • became a faculty member of BSSP

• 1969

  • postgrad student in University of Hawaii

• 1971

  • finished fellowship

Marilyn Sutton

American SP who worked with children with cerebral palsy in the clinic of Ma’am Ochie’s uncle

Teresa Castillo

sole graduate of BSSP in 1982

Cynthia Villaraza

second graduate of BSSP and became a faculty member

Major Revision of 1978 BSSP Program

• sparked discussions in 2014

• approved in late 2018

• implemented in 2019

Major Changes of the BSSP Program

1. broke down language courses

2. shifted to psychosocial model

   • lifespan focus