Browsing by Author "Subajini, A.A.N."

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Effect of an Experiential Dysphagia Workshop on Caregivers’ Knowledge, Confidence, Anxiety and Behaviour during Mealtimes
(Faculty of Medicine, University of Kelaniya, 2014) Kitnasamy, G.; Bandara, M.M.M.K.; Subajini, A.A.N.; Hettiarachchi, S.
Children with cerebral palsy who have associated feeding difficulties are at risk of aspiration and poor nutrition. This study aimed to measure the changes in knowledge, confidence and anxiety among 21 Sri Lankan caregivers with responsibility for feeding children diagnosed with cerebral palsy, after they attended an experiential workshop. Data collection was done through pre- and post-workshop questionnaires, observations and semi-structured interviews. There was a significant improvement in reported levels of knowledge and confidence and a decrease in the caregivers’ level of anxiety during mealtimes. The qualitative data analysis indicated changes in participant knowledge, particularly about the signs of aspiration and positioning during mealtimes. Observations showed better adherence to recommendations on communication, bolus size and utensils. The findings support the utility of experiential training for caregivers, to ensure that children with cerebral palsy are fed safely.
‘Giving Voice’: The Effectiveness of an experiential workshop to increase the knowledge and use of alternative augmentative communication (AAC) devices among teachers
(Faculty of Medicine, University of Kelaniya, 2014) Bandara, M.M.M.K.; Subajini, A.A.N.; Kitnasamy, G.; Udugama, K.L.L.G.; Dharmarathna, I.; Hettiarachchi, S.
Many children/ adults who use AAC need to develop the ability to socialize, answer yes/no questions, respond to a wide variety of questions, offer and request for assistance, and express views, feelings and attitudes (Glennen & DeCoste, 1998). Children/ adults who require access to AAC may be at risk of reduced social opportunities, isolation, psycho-social issues and poor quality of life (Hamm & Mirenda, 2006). There is a need to address conceptual explanations of ‘communication’, ‘disability’ and ‘AAC’ and the over-reliance on speech therapy sessions within teacher-caregiver training to create communication opportunities for AAC users. This study was assessed the effectiveness of an experiential training workshop on AAC for teachers. The workshop was offered to 20 teachers from a Special School and 10 teachers from a Special Centre and it covered the right to communicate, modes of communication and communication devices available at present in the country and. Participants’ interaction with children using AAC devices was observed within the classroom before and after the workshop and their knowledge and use of AAC measured through a questionnaire pre- and post-workshop. The results indicated a significant increase in awareness of the concept of AAC, the right to communicate and different modes and AAC devices available at present. There was also an increase in the interaction of participants with children using AAC devices in the classroom immediately following the workshop. The key qualitative finding is a clearer understanding of the right to communicate using any means available. Post-workshop follow-up is required to ascertain whether the knowledge and skills gained from the workshop are carried over into practice with time.
Views of Teachers, Caregivers and Children with Cerebral Palsy on the Understanding and Use of Augmentative and Alternative Communication Systems in Sri Lanka
(Faculty of Medicine, University of Kelaniya, 2014) Saleem, S.; Bandara, M.M.M.K.; Subajini, A.A.N.; Udugama, K.L.L.G.; Dharmaratne, I.; Kitnasamy, G.; Hettiarachchi, S.
Every child’s and adult’s right to communicate is a basic human right, promoted by the Disability Rights Movement. However, the use of Augmentative and Alternative Communication (AAC) modes remains ambiguous, possibly dependent on socio-cultural and economic factors influencing the understanding of and access to AAC devices. The findings from a UK-based project (2013) stressed the need to provide AAC training and learning provision to all stakeholders. The aim of this study was to uncover the current understanding of and use of AAC among 30 teachers, 30 caregivers and 10 children with cerebral palsy. Qualitative and quantitative data were gathered via a survey and open-ended interviews with the AAC users encouraged to use available communication devices and artwork. Although a majority of special education teachers had heard of AAC systems, mainly of Bliss symbols, in contrast to Mainstream teachers, overall, there was a propensity towards favoring oral communication. There was a limited understanding of the concept of AAC and a persons’ right to use alternative and augmentative communication modes by a majority of teachers and caregivers. The use of AAC systems is very limited, based on the awareness and access to a speech therapist and if used, mainly limited to the speech therapy sessions in the school. The child participants favored the BigMac switches and the attention-seeking bells on low-tech AAC devices where available. While the younger children used the communication charts during speech therapy sessions, the older children were less enthusiastic about using low-tech communication boards and books.