Davidson Bronwyn, Hill Anne E, Nelson Alison
The University of Melbourne, Melbourne, Australia.
Int J Speech Lang Pathol. 2013 Feb;15(1):69-74. doi: 10.3109/17549507.2012.732116. Epub 2012 Nov 7.
The timely release of the World Report on Disability serves as a challenge to members of the health professions to review and renew their response to inequity of access and provision of services to children and adults with a disability. This paper responds to the lead article by Wylie, McAllister, Davidson, and Marshall, and provides commentary on two of the recommendations of the World Report on Disability in the context of a novel inter-professional service for Aboriginal and Torres Strait Islander children with communication and learning needs. Speech-language pathology and occupational therapy students reported on their learning within a model of service delivery based on partnership with an Aboriginal and Torres Strait Islander school community and inter-professional collaboration. Lessons learned have the potential to inform future services for under-served populations and to impact on capacity building through health professionals gaining experiential knowledge and understanding of an urban Aboriginal and Torres Strait Islander community.
《世界残疾报告》的及时发布向卫生专业人员提出了挑战，要求他们审视并更新对残疾儿童和成人在服务获取与提供方面存在的不平等问题的应对措施。本文回应了怀利、麦卡利斯特、戴维森和马歇尔的首篇文章，并在为有沟通和学习需求的原住民及托雷斯海峡岛民儿童提供新型跨专业服务的背景下，对《世界残疾报告》的两项建议进行评论。言语病理学和职业治疗专业的学生汇报了他们在一种服务提供模式中的学习情况，该模式基于与一个原住民及托雷斯海峡岛民学校社区的合作以及跨专业协作。所汲取的经验教训有可能为服务不足人群的未来服务提供参考，并通过卫生专业人员获取对城市原住民及托雷斯海峡岛民社区的实践知识和理解来影响能力建设。
