Speech and hearing therapists and audiologists work within the multi-professional team in an integrated manner to improve learner communication, thinking and language skills. Learners with a delay or a deviation in speech, language, thinking or communication skills are seen for individual, small or class group therapy, according to the nature and extent of their challenges.

Learners with challenges regarding communication typically have the following diagnosis:
  • Specific learning impairment.
  • Specific language learning disabilities (significant delays in language development that include comprehension and/or verbal expression, reading, spelling and/or written language).
  • Verbal developmental apraxia, dysarthria, articulation and/or phonological disorders.
  • Fluency of speech and problems with stuttering.
  • Autistic spectrum disorder, hearing impairment as well as central auditory processing disorder.

Intervention for the above-mentioned communication challenges is carried out in close collaboration with the class teacher and is available to learners from Grade R to Grade 12. The content and materials used during intervention are closely linked to the CAPS curriculum to facilitate the communication, generalisation and simplification of learned concepts, vocabulary, thinking processes as well as facilitating subject content.

Learners’ hearing is monitored, screened and tested to ensure that learners can function at an optimal level for effective learning. The status quo of learners with pre-diagnosed hearing problems are communicated to the parents through parent interviews, telphonically or via email. 

The status quo of learners with middle ear problems is evaluated for appropriate reference to a medical practitioner for diagnosis and treatment.

Parents and learners are supported as mediators of the multi-professional team to understand and handle specific conditions and relevant challenges by providing them with information.