Folia Phoniatrica Et Logopaedica

In the field of aphasia rehabilitation, the World Health Organization's ICF model (International Classification of Functioning, Disability and Health), has helped expand professionals' perspectives from direct language-focused interventions to communication- and interaction-based methods, as well as more holistic, psychosocial approaches. Also, current research evidence shows that disordered language and diminished language use (activity), in addition to participation restrictions has a negative impact on the quality of life and well-being as perceived by the person with aphasia. This special issue provides an understanding of how speech and language therapists perceive the concept of quality of life in their patients and how they integrate quality of life issues into therapy. It is a comprehensive overview that includes information, in an international context, on available assessment methods in clinical practice and on future research needs. This is stimulating reading with new knowledge and ideas especially meant for speech and language therapists working in the field of aphasia rehabilitation.

The work reported in this special issue of 'Folia Phoniatrica et Logopaedica', supported by the Child Speech Committee of the International Association of Logopedics and Phoniatrics (IALP), shows how transcription has changed over the last few decades and brings readers up to date with the state of the art. Transcription is a tool which is integral to the practice of speech-language pathologists (SLPs). Being able to hear what individuals say is useful, but only by documenting this, can it be determined whether change has occurred over time or in response to intervention. It is through close observation of the transcription that you can identify patterns of ability and error and use this information to plan clinical management. After a thorough review on the history of the transcription of children's speech it has been found that the emphasis within this special topic issue lies upon cross-linguistic transcription.

Current academic and clinical training models for speech-language pathologists and audiologists as well as articles on training needs are presented in this issue. Also discussed are current and evolving curricula as well as philosophies of training. Furthermore, the integration of speech-language pathology education with considerations of literacy and language learning disorders and the possibility of a new type of speech-language pathologist trained to understand the public health implications of communication disorders are reviewed. The information provided on training opportunities and concepts in Eastern European countries is unique and new, as are the proposals for including extensive literacy training in speech-language pathology programs and for a new type of speech-language pathologist whose training includes public health issues. Faculty members engaged in educating speech-language pathologists will find important new results to consider in potential future developments of training models in the field of communication disorders. For professionals interested in global variations of communication sciences and disorders, and the possibility of moving toward some universal standards for accredited practitioners, this special issue is valuable reading.