Semi-speaking is a communication identity that has evolved to describe the internal experiences of individuals who have access to speech/mouth words and have periods when they are unable to access speech/ mouth words. Individuals who identify as semi-speaking describe characteristics, including but not limited to, unreliable speech, intermittent speech, expensive speech and insufficient speech (Zisk, 2024).
This presentation explores how speech and language therapy practice intersects with the neurodiversity paradigm (Walker 2021), critically examining three key discourses that shape therapeutic approaches. Using critical discourse analysis and insights from seven narrative interviews, this study investigates how therapists engage with semi-speaking as a communication identity and reflect on their practice within evolving frameworks.
The dominance of the pathology paradigm in speech and language therapy has often dismissed neurodivergent communication identities, reinforcing oralism and gatekeeping ways to support autistic individuals. In contrast, the neurodiversity paradigm values all forms of communication, including multi-modal approaches and AAC. Historically, AAC has been introduced as a last resort for autistic non-speaking individuals, rather than being recognized as a valid communication mode available to all (Zisk & Dalton, 2019). Recent lived experience research such as Donaldson, corbin & McCoy (2021), Donaldson et al (2024) and Zisk et al (2024) highlights the need for inclusive, autonomous communication access for all and support to understand the individual’s own communication identity.
In this study, completed as part of a Masters in Education dissertation, seven speech and language therapists in the UK were shown three videos of individuals describing their experiences of being semi-speaking. The therapists were then interviewed using a narrative interview and their responses were analysed using critical discourse analysis. The data showed a causal relationship between the therapists and they were allocated to two groups with Group One having 4 therapists and Group Two having 3 therapists. The discourses found in the data indicated that Group One saw semi-speaking as presenting barriers to practice and Group Two saw semi-speaking as offering opportunities. This reflected findings from the literature review suggesting that an increase in knowledge is not sufficient for a fundamental shift in practice towards the neurodiversity paradigm and that a deeper learning and unlearning is needed.
This talk will examine the complexities therapists face when integrating new knowledge into their practice and emphasize the importance of continuous learning alongside neurodivergent individuals. It will also explore the societal challenges that privilege speech while marginalizing AAC users, perpetuating stigma and maintaining the status quo. By critically assessing intersecting discourses, this presentation advocates for neurodivergent-informed practice (Chapman & Botha, 2023) and for professionals to make a paradigm shift from the pathology paradigm to the neurodiversity paradigm in order to support autistic individuals to thrive (Chapman & Carel, 2022).
The study is available at https://oro.open.ac.uk/102586/
