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The impact of the Visiting Aphasia Scheme (VAS) on the learning experience of speech and language therapy students

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dc.contributor.advisor Kearns, Áine
dc.contributor.author Scully, Denise
dc.date.accessioned 2016-03-18T12:48:38Z
dc.date.available 2016-03-18T12:48:38Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10344/4953
dc.description non-peer-reviewed en_US
dc.description.abstract Background: Conversation Partner Schemes, an intervention for individuals with aphasia influenced by the social model of disability, are now a key component of speech and language therapy student training. The impact of such schemes on the student learning experience requires further investigation. Objectives: 1. To explore the student learning experience of the Visiting Aphasia Scheme (VAS). 2. To evaluate student attitudes using the Interaction with Disabled Person’s Scale (IDPS). Method: Twenty-nine first year speech and language therapy students were recruited. Students completed a questionnaire pre (n=29) and post (n=28) VAS which aimed to gather participants’ knowledge of aphasia and also consisted of the IDPS. In addition, eight students participated in focus groups which aimed to explore the student learning experience of the VAS. Results: Thematic analysis of the student learning experience of the VAS revealed four main themes; 1. Experience Shaping Attitudes, 2. Role and Logistics of Educational Experience, 3. Communicating with Conversation Partner, and 4. Professional Development and Role of Self. A paired samples t-test showed there was a statistically significant difference between the pre- and post- VAS IDPS data (Sig. (2 tailed) 0.049) indicating a change in attitude of students. Overall, basic knowledge of aphasia increased. Conclusion: The VAS may provide an opportunity for professional development and learning of students, and may influence positive attitude change for interacting with individuals with disabilities. Generalisation of the results is limited due to sample size and sampling. Future research should involve a larger sample size and samples from other universities for a wider representation of learning experiences. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject Visiting Aphasia Scheme (VAS) en_US
dc.subject aphasia en_US
dc.subject student learning en_US
dc.subject attitudes en_US
dc.subject challenges en_US
dc.subject education en_US
dc.subject professional development en_US
dc.title The impact of the Visiting Aphasia Scheme (VAS) on the learning experience of speech and language therapy students en_US
dc.type info:eu-repo/semantics/masterThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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