Harmony is a speech pathologist with longstanding experience in the field of disability, communication disability, and dysphagia. She has extensive industry experience as a senior clinician in the NSW Department of Ageing Disability and Home Care, and most recently an Associate Lecturer of Speech Pathology at The University of Sydney. Harmony is now pursuing higher degree research at the Graduate School of Health, exploring the accessibility of written health information for people with communication disability. She has a strong person-centred and rights-based approach to her work, which also recognises the important overlap between ‘disability’ and ‘health’.
You can find more information about Harmony's professional qualificiations and work on her blog: https://www.harmonyturnbull.org/about/
Health literacy and accessibility of health information for people with communication impairments.
Supporting people wiht lifelong disabilities, complex communication and mealtime support needs.
Evidence based and ethical practice.
Plain language and accessible information.
Professional networking and communities of practice using technology including social media.
Smidt, A, Markoulli, C, Wine, C, Chang, E, Turnbull, H, Huzmeli, A & Hines, M 2019, 'Retention of signs following a one-day key word sign training', British Journal of Learning Disabilities, vol. 47, no. 1, pp. 50-58.View/Download from: Publisher's site
© 2018 John Wiley & Sons Ltd We taught teachers sign language to use with children with a disability We asked teachers if they liked the training and learning signs We tested their memory of signs after training and 6 and 12 weeks later We found that teachers can learn signs in a one-day workshop and remember them later Teachers forgot some of the signs by 6 weeks later Teachers want follow-up sessions to practise the signs to help them remember the signs. Abstract: Background Children and adults with developmental disability frequently require either aided or unaided alternative and augmentative communication (AAC). Key word sign (KWS) involves using natural gesture and sign language to support the key words in spoken utterances. The purpose of this study was to determine whether communication partners of children and adults with developmental disabilities can learn and retain a basic KWS vocabulary. Materials and Methods Communication partners attended a one-day training workshop where they were taught 100 signs. Measures of sign recognition and production were taken prior to the training, immediately after the training on the day and at 6 and 12 weeks later. Results Participants were able to learn signs during the workshop and demonstrate receptive and expressive knowledge of KWS. However, sign knowledge decreased after 6 and 12 weeks. Participants noted that having to be tested again after several weeks, motivated them to practise and served as a follow-up. Conclusion This paper provides evidence that KWS training enables participants to learn and retain signs, but that there is a need for ongoing training and support even for communication partners who use sign regularly.