These SIG 17 Perspectives articles focus on the impact of the COVID-19 global pandemic on service provision and student training in four global contexts: Cyprus, South Africa, the United Kingdom, and the United States. Topics include the rise of telesupervision, telepractice in speech-language pathology, and distance learning in Cyprus during COVID-19; the effectiveness of SLP and related service treatment of patients with COVID-19 in an inpatient rehabilitation setting in the United States; the impact and transformation of an SLP university program in South Africa due to COVD-19; and the perspectives of parents/caregivers on SLP service provision during the COVID-19 pandemic for children born with cleft palates in the United Kingdom.

Learning Outcomes 
You will be able to:

• describe the impact of global COVID-19 pandemic on the field of communication sciences and disorders and related disorders on clinical practice and student training in Cyprus
• discuss treatment approaches and strategies for patients recovering from COVID-19 in the United States context with implications for global practice
• describe parent experiences and perspectives of SLP service provision during the first few months of the COVID-19 pandemic restrictions in the United Kingdom with implications for global practice with implications for global practice
• identify factors the hindered or improved SLP student training at a university in South Africa with implications for global practice

Articles in This Course

1. Speech-Language Therapy Clinical Services, Student Education, and Practical Training in the Time of COVID-19: The Rise of Telepractice, Telesupervision, and Distance Learning in Cyprus by Louiza Voniati, Margarita Kilili-Lesta, and Maria C. Christopoulou, published in SIG 17, Volume 6, Issue 4, August 20, 2021, https://doi.org/10.1044/2021_PERSP-21-00022 
2. The Impact of COVID-19 on Transformation in a Speech-Language Pathology University Program in South Africa by Jaishika Seedat, Skye Nandi Adams, Kim Coutts, Kelly-Ann Kater, Jenna Sher, and Cynthia Sawasawa, published in SIG 17, Volume 6, Issue 5, October 20, 2021, https://doi.org/10.1044/2021_PERSP-21-00086 
3. Speech-Language Pathology Provision During the COVID-19 Pandemic for Children Born With Cleft Palate in the United Kingdom—Parent/Caregiver Perspectives and Experiences by Lucy Southby, Sam Harding, Amy Davies, Matthew Fell, and Yvonne Wren, published in SIG 17, December 8, 2021, https://doi.org/10.1044/2021_PERSP-21-00131 
4. The Effectiveness of Physical, Occupational, and Speech Therapy in the Treatment of Patients With COVID-19 in the Inpatient Rehabilitation Setting by Leah Bellinger, Nelle Hannah Ouellette, and Julie Leonard Robertson, published in SIG 17, Volume 6, Issue 5, October 20, 2021, https://doi.org/10.1044/2021_PERSP-21-00024 

Author Information

Disclosures:

• Louiza Voniati, Margarita Kilili-Lesta, and Maria C. Christopoulou have no relevant financial or nonfinancial interests to disclose.
• Jaishika Seedat, Skye Nandi Adams, Kim Coutts, Kelly-Ann Kater, Jenna Sher, and Cynthia Sawasawa have no relevant financial or nonfinancial interests to disclose.
• This article involves data derived from independent research funded by The Scar Free Foundation (REC approval 13/SW/0064). The views expressed in this publication are those of the author(s) and not necessarily those of The Scar Free
  Foundation or The Cleft Collective Cohort Studies team. Lucy Southby and Yvonne Wren were supported by a Bristol Health Research Charity research fellowship for this piece of work, and Matthew Fell was supported by the VTCT Foundation.
• Leah Bellinger, Nelle Hannah Ouellette, and Julie Leonard Robertson have no relevant financial or nonfinancial interests to disclose.

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by 11:59 p.m. ET on the end date below.

Program History and CE Information

Start date: November 29, 2021
End date: November 29, 2026 

This course is offered for 0.35 ASHA CEUs (Intermediate level, Professional area).
Subject code 7030 
Counts toward PD requirement for ASHA certification maintenance for Content Area 2. Read more about professional development requirements for certification maintenance.