UofT SLP Intercom

Department of Speech-Language Pathology
Temerty Faculty of Medicine, University of Toronto

June 2023 | Volume 19, | Issue 1

The First Ever MHSc Candidate Issue...

Dear colleagues, students, friends of the department,

As you know, our students have incredible stories to share about their journey to obtaining their MHSc and so this year we decided to try something new. We asked the students to take the reins on developing this special 1^st ever student-led UofT SLP Intercom Newsletter. We hope you enjoy this new format and I would like to thank Mariya Kika, Lorena Buttazzoni, Jerusha Alvares, Samantha Gylys, Emma Laishram, Ramsha Babar, Madi Silverthorne, Katerina Simantirakis, Shelby Sooknanan, and Alaa Azzam for their contributions to this newsletter.

It is 2023 and while we still see the impact of the COVID virus in all parts of our society, I am pleased to see how our program has managed to return to a near normal schedule of in-person classes and many of our other activities. Everyone has worked very hard to make this possible and our students enjoy being back in class with each other, although it took some adjusting after working from home for over two years. I’m also happy to report that our department received again a full 7-year accreditation in March, and I would like to take this opportunity to express my gratitude to our faculty, instructors, clinical educators and most certainly, our students for their ongoing commitment to our program and their many efforts to maintain our high standards of education.

In our newsletter, there is much to read about a variety of topics, from introducing two new faculty members, showcasing a SLP research student in the Rehabilitation Sciences Institute and one of our valued clinical educators, as well as entertaining reports from the Year 1 and Year 2 classes. In addition, you can enjoy fascinating stories and beautiful pictures detailing the experiences of several of our students who worked with indigenous populations in Northern Ontario and the Northwest Territories.

I hope you enjoy reading our newsletter and as always, feel free to reach out to me with questions, comments and/or suggestions.

Best wishes for a wonderful summer!

Pascal van Lieshout, Ph.D.
Professor & Chair

Welcoming Our Newest Faculty Members:

Introducing Dr. Tijana Simic

By: Shelby Sooknanan and Alaa Azzam

The Year 1 and Year 2 students warmly welcome one of the department’s newest faculty members, Dr. Tijana Simic. Dr. Simic brings her diverse academic journey and professional experiences to the forefront of the field. Her undergraduate studies were focused on Psychology Research and French Literature. Dr. Simic then went on to pursue her Master of Health Science (SLP) right here at the University of Toronto. After graduating, she worked clinically as a Speech-Language Pathologist in the outpatient stroke clinic at Providence Health Care (Unity Health). During that time, Dr. Simic obtained her Ph.D. from the University of Toronto’s Rehabilitation Science Institute and defended in 2019. She also completed a postdoctoral fellowship at the Centre de Recherche de l’Institut de Gériatrie de Montréal, affiliated with the Université de Montréal. On July 1st, 2022, our talented Dr. Simic proudly joined the ranks of the faculty as an Assistant Professor in UofT's Department of Speech-Language Pathology.

We had the privilege of getting to know more about Dr. Simic. Here is what she had to say;

What motivated you to pursue a career in Speech-Language Pathology and research?

I was motivated to pursue a career in SLP after reading a novel during my undergrad in which the protagonist, an SLP, contemplates her professional role in Canada’s multicultural society. I was drawn to the novel’s description and philosophy of the profession, which was likened to that of an architect and a translator. In addition, I have always been fascinated by the inner workings of the brain and have enjoyed poring over case studies such as those described in The Man Who Mistook His Wife for a Hat (by Oliver Sacks) or the Mind of the Mnemonist (by Alexander Luria). When I started working with adults with communication impairments in various contexts, I was moved by the personal stories and life experiences they shared with me. These were all very powerful motivators for pursuing SLP and SLP research.

Can you discuss your current research projects and the outcomes you wish to see?

My primary research interest lies in understanding the behavioural and neurological predictors of recovery in individuals with language deficits due to acquired neurological damage (e.g., post-stroke aphasia). Despite the overall efficacy of language intervention for these populations, recovery patterns can vary substantially: individuals with similar impairment profiles at baseline can show different patterns of recovery even after receiving the same treatment. My long-term research goal is to develop a “theory of therapy” which can address this knowledge gap through detailed investigations of the active elements of language therapy. My research to date has focused on how principles of learning and neuroplasticity may be harnessed to improve treatment outcomes, as well as the role of executive control (EC) in language processing. The goal of my work is to develop clinical decision-making trees, which would allow for individualized treatment protocols that would enable persons with communication disorders to achieve their maximum potential for language recovery.

How do your research interests inform your teaching in the classroom and what has been the most fulfilling aspect of teaching aspiring SLPs so far?

My research interests come from a place of deep curiosity about the cognitive architecture of the mind, and how language is organized in our brains. Historically speaking, much of what we know about language and cognition comes from case studies describing the effects of brain damage acquired in adulthood. The motivation to continue my research comes from the strong desire to help improve the quality of life of individuals living with communication disorders. My teaching philosophy is strongly rooted in combining these two streams of thought: that is, a basic theoretical understanding of language with its functional application to clinical contexts. In the classroom, I try to make this connection between research and practice and to pass along my enthusiasm and curiosity about neurogenic communication disorders to my students. The most fulfilling aspect of teaching aspiring SLPs has been sharing in this curiosity and hearing how they’ve applied elements of the coursework to their subsequent clinical placements (and beyond).

What is a fun fact or detail about yourself or your work?

I am currently conducting “The Great Lab Logo Search of 2023” – in search of a unique and creative logo for my lab. Any and all ideas are welcome and will receive honorary lab member status and permanent credit on the lab website (under construction)! I am happy to take suggestions in any form (by post, interpretive dance, carrier pigeon), or otherwise via e-mail!

Based on your experience, what advice would you offer to students?

Based on my experience, the two pieces of advice I have for students are: 1) Be brave. Try not to make decisions based on your worries, fears, or doubts; instead, make your decisions based on what you truly love and what your ideals are. 2) The program is a very important but relatively brief part of a large, beautiful life. Try to keep this in mind when things get tough.

Thank you for letting us learn more about you! Is there anything else you would like to mention or highlight?

Thank you for taking the time to know a little more about me – I’m looking forward to meeting and working with the Year 1 class in Unit 6, and I wish the members of the Year 2 class the very best as they start their careers.

Introducing Dr. Karla N. Washington

By: Mariya Kika

This academic year, the Department of Speech-Language Pathology had the pleasure of welcoming Dr. Karla N Washington back to the University of Toronto, this time as an Associate Professor. Dr. Washington had once completed her post-doctorate in Paediatric Outcome Measurement at Holland-Bloorview Rehabilitation Hospital, in collaboration with the University of Toronto.

With her, Dr. Washington brings expertise on pediatric disorders, monolingualism, bilingualism and multilingualism, and dialectal variation and code-mixing as well as the application of technologies such as acoustic duration and neuroimaging to document development and disorder. Dr. Washington’s research centers itself around the core tenets of the International Classification of Functioning, Disability, and Health (ICF) and she approaches it through a lens of holistic understanding (i.e., a child in the context of their environment) and cultural humility.

Her outcomes-focused approach has led to such achievements as developing a computer program designed for the remediation of preschool children with developmental language disorder (DLD), the translation and validation of the Intelligibility in Context Scale into Jamaican Creole, as well as the foresight to employ ecologically valid tasks to probe at a child’s knowledge and understanding. Dr. Washington has also looked beyond the field of speech-pathology, informing her work with knowledge and paradigms from other disciplines such as education, linguistics, neuroscience, and physics.

Dr. Washington is continuing several of her studies here at UofT. To do so, she has opened up the Paediatric Language, Learning, and Speech (PedLLS) Outcomes Lab at UofT. Her work on DLD spans a five-year grant and multiple studies on the development of her computer program. She plans on expanding her work centered around disorder within dialect where she explores production variation in monolingual and bilingual children across English and Jamaican Creole; interestingly, she looks not only at speech production but also morphosyntactic variation.

Ultimately, Dr. Washington seeks to educate the educator through her research. She seeks to highlight cultural and linguistic incongruities through evidence-based support for our clinicians. Dr. Washington hopes to see the next generation of clinicians equipped with the knowledge necessary to implement evidence-informed and meaningful changes in clinical practice.

We warmly welcome Dr. Washington to the department and wish her all the best in her time with us.

Travelling for Placements:

Exploring Thunder Bay

By: Katerina Simantirakis

A view of the Sleeping Giant, Thunder Bay.. Photos submitted by Katerina Simantirakis

Through the Northern Ontario School of Medicine (NOSM), I was able to complete my first clinical placement in Thunder Bay. Thunder Bay is a 2-hour flight from Toronto (or a 14-hour drive) and has a population of over 100, 000 people. As well, both Lakehead University and NOSM campuses are situated in the city. There is a beautiful marina near the downtown core, and Mount McKay and the Sleeping Giant are often in view as you move through the city..

A view of Thunder Bay with the Sleeping Giant in the distance.

Thunder Bay is located on the traditional territory of the Anishinabek, which includes the Ojibwa of Fort William First Nation. Indigenous artwork is located throughout the city, and you will readily find several Indigenous organizations in the downtown core, making the city’s history and future apparent to visitors. I flew into Thunder Bay and was able to spend 8 weeks completing my placement and exploring the community.

Spirit Garden (An Indigenous City Space in Thunder Bay)

Kakabeka Falls

Having a placement with NOSM gave me a better idea of what future options would be available to me as a Speech-Language Pathologist post-graduation. During my placement, I was able to hear firsthand accounts from clinicians about what providing advocacy and outreach for rural Indigenous communities is like. I really feel like it enhanced my graduate experience by allowing me to build confidence in my ability to work in a Northern Ontario community.

Even before I arrived in Thunder Bay, NOSM had connected me to a network of fellow rehabilitative science students and staff. I was able to connect with Occupational Therapy students, a physician assistant in-training, and a fellow SLP student, all of whom I explored Thunder Bay with. Additionally, I was in touch with a NOSM employee who was available to answer any questions I had or to assist with any concerns.

This placement allowed me to see what working in Northern Ontario would look like, but in a way where I was supported throughout my time there and connected with other students in a similar position. Additionally, NOSM covered the cost of travel and accommodations for students. If you have ever considered working in Northern Ontario, doing a clinical placement through NOSM is a great way to explore the area. Having a placement in Thunder Bay allowed me to see Ontario in a completely different light.

Adventures in Sioux Lookout

By: Ramsha Babar with Madi Silverthorne. Photo's by Madi Silverthorne

First year student Madi Silverthorne embarked on her very first placement to Sioux Lookout as part of an opportunity provided by the Northern Ontario School of Medicine (NOSM). Located in northwestern Ontario and overlooking many beautiful lakes and forests, Sioux Lookout is home to a strong, supportive and diverse community, including a large Indigenous population.

During her placement at Firefly, a multi-service organization providing a variety of different services for children and adolescents, Madi came to learn a great deal about Indigenous cultural and linguistic considerations for clinical practice. She worked as part of several programs under Firefly, in which she provided home visits alongside her CE, gained experience in the elementary schools at Sioux lookout, and traveled to four remote Oji-Cree communities to provide speech and language services.

When Madi was not on site, she spent her time participating in a variety of outdoor winter activities — dog sledding, snowshoeing on a frozen lake, and hiking, to name a few. Madi enjoyed watching the local hockey team play, getting the chance to socialize with others at the community cabin, talking with the Elders on the reserves about Indigenous experiences, and participating in cultural practices such as smudging — the Indigenous practice of burning herbs.

Journey to Canada’s Arctic

By: Shelby Sooknanan

Chief Julius School in Fort McPherson, NWT and The view of a sun dog from Tsiigehtchic. Photos submitted by Shelby Sooknanan

Completing a placement up in the Northwest Territories was both an enriched learning experience, and one I won’t soon forget. Another student and I were granted this rare opportunity to offer in-person therapy to the children of two remote communities in Canada’s Arctic alongside a Speech-Language Pathologist (SLP).

We had the privilege of serving the communities of Tsiigehtchic and Fort McPherson. Both communities have a substantial Indigenous population, with the Gwich'in and Inuvialuit peoples being most prominent. Upon arriving at the schools, we were warmly welcomed by the school administrators, classroom assistants, teachers, and students. An abundance of Indigenous artwork, Gwich'in translations of school values, and framed pictures of the community’s elders lined the halls. As she herself is Indigenous, our clinical educator taught us extensively about Indigenous values, with collaboration being a central theme. This was exemplified by the close-knit team of educators who passionately serve their students each day.

It was wonderful to witness the preservation and celebration of language and culture within the schools. Children as young as 5-years are learning their traditional languages within the classroom. My time in the North afforded me a rich education on Northern Indigenous nuances in conversation, including the dialectal differences and use of non-verbal gestures. I applied this newfound knowledge to deliver therapy and administer assessments in a culturally sensitive manner.

One of the most pressing challenges in the North is the scarcity of SLP services in remote areas. Though the federal implementation of Jordan’s Principal has made services like SLP more accessible to Indigenous children, the shortage of professionals remains a significant barrier. Furthermore, many of the materials used for assessments and therapy are not culturally relevant, which inevitably impacts the quality of service these students receive.

In addition to our professional pursuits, we also got to experience some of the local culture and traditions. We drove on ice roads, went dog sledding, and sampled traditional foods such as Muktuk; a dish made of whale skin and blubber. These experiences deepened my appreciation and understanding of our students’ culture.

While the remainder of my placement was conducted virtually, my time in the North was truly transformative. I am grateful to have been mentored by such a dedicated clinical educator. This placement has opened my eyes to new ways of approaching assessment and therapy and has strengthened my commitment to cultural responsiveness. I will carry these lessons with me while I pursue a career in Speech-Language Pathology.

Clinical Educator Spotlight

Tamara Estabrooks

By: Emma Laishram

It is no secret that the Department of Speech-Language Pathology (SLP) at the University of Toronto is lucky to have some of the best and brightest working both on our faculty and as members of the student body, gracing the halls and classrooms of the Rehabilitation Sciences Sector building. But what of the Clinical Educators? These experienced, practicing clinicians volunteer their time out of their already insanely busy caseload to work with students, share their wisdom, knowledge, and ask tough questions, to help shape the next generation of clinicians. One such generous Clinical Educator (CE) is Tamara Estabrooks, an SLP with 26 years of professional clinical experience and sharp sense of wit that would have filled our Zoom meeting with uproarious laughter (had we not all been on mute)! Estabrooks was a CE for the course SLP1507H, the self-directed/simulated placement that a portion of the 2024 class participated in for Unit 3, during March-April (the rest of the class will complete this course in the next few months, depending on the timing of their placement). Estabrooks (or ‘Ms. Tammy’ as her clients call her) brought her vivacious laugh, real-world experience, and giant heart to our debrief session, following a simulated case study of an 18 month-old child with Down Syndrome. It was the most fun I have had thus far in our virtual placement, so, naturally, I had to interview her for our Clinical Educator Spotlight! Read on to find out what she had to say…

What is one fun, quirky or interesting fact about you that you’d like us to know (and you’re not too embarrassed to share!)?
I’m a ballroom dancer and will be competing in Vegas this November! How’s THAT for celebrating one’s 50th Birthday! For an added laugh you can check out the final episode of “Fridge Wars” on GEM, where you see my quirky family partake in a culinary challenge!

Where did you receive your SLP training and where are you currently practicing?
I am a proud Mustang, graduating in the 1900’s (1998, to be exact) from The University of Western Ontario. I am currently in private practice [Sounds Good! Speech and Language Therapy] as well as working for the CTN (Children’s Treatment Network) for School Support Services in York Region, under contract with the agency 1 to 1 Rehab.

When you were training to be an SLP what area of the field did you want to work in and why (i.e. what populations/clinic/school/hospital)?
I always wanted to work with the pediatric population and have had the privilege and pleasure to work in both the private and public sectors throughout my career in the preschool and school-age populations. I’m really short so I’ve tried to maximize my minimal assets to my advantage with working with kids... The best quote that another colleague shared with me was, “You’re small, you know a lot about toys, yet you drive away in a car, so kids must feel, ‘I guess I gotta listen to what she says!”. Being short is my superhero power!

What inspired you to want to become a clinical educator for students attending the University of Toronto?
As I always like to say, I’m proud to be entering the 26th year of my clinical placement. Being a clinical educator for the University of Toronto has been an exciting and fulfilling experience that has afforded me the opportunity to learn alongside burgeoning clinicians in our field. Through this experience, I have been able to keep up with current research and interventions which only continues to enhance my clinical skills. I have been extremely impressed by the insightful questions and perspectives that each student has brought to every case study we’ve reviewed together as a team.

What is the most challenging and most beautiful part about clinical practice?
The most beautiful and challenging part about clinical practice is the fact that every child and family I’ve worked with has pushed me beyond my comfort zone. Because our profession is both an art and a science, there is no one-size fits all model for treatment or assessment. Every client has encouraged me to develop my clinical skills, take calculated risks and endeavor to provide the best service that I can.

Given your experience: if you could make a crazy, ridiculous wish for more research on something specific within the field of SLP, that you think might make an impact on clinical practice, what would it be?
My big wish would be for there to be more research in the areas of oral language and language processing skills. Too often we treat, teach and learn in silos. The most rewarding aspect of being a Speech-Language Pathologist has been learning about each family’s narrative. Having siblings, grandparents, and peers participate in sessions, sharing their personal stories and narratives has been both inspirational and humbling. How we process these oral narratives and incorporate them into therapy has been a rewarding experience. It has been an honour to see clients’ (and their families) take ownership of their stories, which has the added benefit as it serves as an effective tool in generalization skills. I see myself as a guide and with the help of the entire family unit, I have had the gift of witnessing growth and progress, even in the face of adversity. One parent in particular shared, “The only regret I ever had was underestimating my child. I will never do that again!” This heartfelt admission is truly a poignant reflection on the responsibility we have to the clients we serve.

If you could step into a Time Machine and travel back to the days you were a student to give yourself one piece of advice, what would it be?

“Own it”! There is never one right, perfect answer or finite goal. As we evolve as clinicians, so do our skills. It is too easy to lose sight that what can have the greatest impact on a client’s wellbeing may very well be the simplest thing that we may overlook by being overwhelmed by the test scores, standard deviations and percentiles of formal assessments. When we weigh a client’s narrative with the same level of importance, if not more than the hard numbers we love and sometimes rely far too heavily on when making clinical decisions, then and only then will we even come close to having an impact.

If you were to create your dream SLP workshop, with your dream SLP speaker, who is the first person YOU would want to invite and what would the workshop be on?
My UBER friend and colleague, Yvonne Kinkartz. Not only is she a talented and successful entrepreneur, but she is also one of a handful of a select elite group of clinicians who is dually certified as BOTH a Speech-Language Pathologist AND Audiologist... and wait for it... her clinic’s name is... HEARSAY! I can’t even! Because of her level of certification, she emulates clinical excellence as a professional who does not work in a silo. With her vast experience she brings aspects from both disciplines together and uses them successfully and in a dynamic way resulting in the best outcomes for her clients and families.

Can you describe one discovery you have made through your experience as a Clinical Educator?
One discovery is that I need to go back to school. Every batch of eager new clinicians inspires me to be a better therapist and reminds me of just how little I know. So, I guess it’s not really a discovery as much as it is a revelation, that the more I learn, the more I have yet to know. Also, poker chips are magnetic! The use of them in therapy activities is limitless!

Are there any words of wisdom or experiences that you would like to speak to or share for other BIPOC students who are entering the SLP field?
11 years ago, I published a children’s book: “Perfectly Peach” which is a story inspired by my daughter when she was 3 years old when she queried, “Mummy, what colour am I?” I wasn’t prepared for this question, even though I was an Afro-Indian Maritimer married to Casper-the-friendly-ghost version of a Caucasian man, my very own handsome, whiter than white, Charlie Brown. What started out as a question, developed into a story which grew into a little book, of which two copies can be found in each school in the Catholic School Board in York Region. “Perfectly Peach” has also been used by educators as a curriculum to introduce the important topic of Diversity, Equity and Inclusion to school-aged children.

I never really thought much about my heritage growing up, even though I was very much a visible minority. Over the years, however, it has been very refreshing and exciting to see more diversity within our field, spanning not only cultural aspects, but also across genders. I don’t have any wisdom to offer, but I would encourage all students from each and every walk of life to share THEIR narratives. We all have a story. Experiences which brought us to this profession. Teachers who encouraged us. Individuals who inspired us. Circumstances that have challenged us. It is our stories that enrich our experiences and offer us a depth and breadth of knowledge that complements any peer reviewed journal or clinical placement. It is these narratives which provides us with the insight that will best guide us as professionals.

***For further perspectives on growing up as a visible minority in the Maritimes, you can read her OP ED article, entitled “Food for thought”, featured in OSLA during the pandemic. ***

Is there anything else you would like to share with us? Credit others, including yourself. For when we “Own It”, be it a handout, worksheet, instructional video, game, clinical analogy, it’s your intellectual property. Know your worth and take pride in your accomplishments, even (and especially) in those cases where you thought you’ve made a mistake, you haven’t if you’ve learned and if you grew. Remember your ABC’s- Always Be Collaborating! We learn better and we further strengthen our clinical muscles when we collaborate with others both within and throughout our profession. Last, but by no means least, keep a diary of all the wonderful quippy quotes that your clients say... out of the mouths of babes and elders, there is no deeper wisdom you will ever learn.

About the author: Emma Laishram is a 1^st year SLP student at UofT and Co-president of the 2024 cohort.

Master of Health Science Students:

Year 1 Report: Class of 2024

By Jerusha Alvares

Year 2 Report: Class of 2023
By Samantha Gylys

This past year introduced us to dysphagia, motor speech, neurocognitive communication, aphasia, structural disorders, and head and neck cancer. Through spite, caffeine, and plenty of memes, we survived the assignments, placements, and exams that nearly broke us. We learned what the word ‘moribund’ means. We memorized how to spell kleeblattschädel. We went on a field trip to St. Mike’s and looked at our own vocal folds. We will never forget the cerebral arteries for as long as we live, nor will we forget the acronym DRS.

We will miss the Halloween costume contests (Thank you Dr. Deluzio!), the Blue Jays games, the board games, the trivia nights, the Discord popping off, the tea parties, the potluck, prom, the movie nights, the Pomodoro study group, and the venting sessions. Above all, we will miss the friendships we forged during the program. Some of us will be returning home to faraway cities and distant provinces. While we are excited to graduate this autumn, we will miss the time we spent getting to know our classmates and exploring Toronto together. Whatever the future holds for you, class of 2023, remember: There is no call we do not answer, no faith that we betray—as long as there is free food involved.

Pictured here, the Class of 2023 with Adjunt Professor, Dr. Joanne Deluzio.

Research Student Spotlight:

Somayah Al-Ees

By: Lorena Buttazzoni

This Research Student Spotlight is shining on Somayah Al-Ees: mom, wife, and a first year MSc. student in the Voice and Resonance Lab at the University of Toronto, under the supervision of Dr. Tim Bressmann. As a practicing Speech-Language Pathologist, Somayah aspired to return to school to discover “the potential of speech therapy exercises to eliminate nasality in connected speech”, specifically, “examining the effectiveness of forward voice focus in conjunction with biofeedback during connect speech”. Nasality in the voice is caused by limited proprioception in the velopharyngeal area; Forward voice focus is when a speaker alters their voice by speaking with a higher pitch, and ultimately sounding more child-like; by using forward voice focus, the nasopharyngeal area narrows due to the larynx raising, and constricting the throat, which closes the velopharyngeal sphincter.

Recently, Somayah has researched visual and tactile biofeedback techniques on typical speakers in conjunction with forward voice focus. Using a Nasometer to measure Nasalance scores, Somayah has found the scores from pre- and post-treatment have resulted in a decrease in Nasalance scores. Her next steps are to incorporate auditory biofeedback. Once she determines the most effective technique, she will recruit and continue this research on participants with hypernasality. So far, Somayah says, “the findings of this study provide a promising avenue for the management of hypernasality and contribute to our understanding of effective speech therapy interventions”.

Here’s a fun fact about Somayah’s research: “Using cartoon voices such as Elmo, and Bart Simpson can be an effective way of treating hypernasality”. As Elmo would say, “If you keep practicing, you can do anything!”

Somayah’s attraction to this area of research began as a clinician – she often observed that the treatment approaches she was using with her clients hadn’t met her expectations. That’s when she knew she wanted to be the one to fill in the knowledge gaps herself. Additionally, Somayah’s experiences in other countries outside of North America has ignited her passion for “developing treatment approaches that can be used by clinicians worldwide”.

When asked to share some challenges she’s encountered since starting her MSc. Naturally, the COVID-19 pandemic had thrown some curveballs , however, she persisted and made her research possible! She shared that time management was a hurdle – Somayah is a mom and has family obligations along with being a teaching assistant, and of course, her research obligations. She says that the challenges have taught her “valuable problem-solving skills, resilience, and adaptability” and that “even if progress feels slow, celebrating each milestone can help maintain momentum to keep pushing forward”.

Beyond the challenges, Somayah reported her biggest motivators and supporters are ultimately her husband and son; she wants to set an example for her son “to follow his passions, which makes all the hard work worth it”.

In case you missed it...

Speech and Hearing Awareness Month Lecture recording is now available here!"
Right to Read Inquiry: Making it work for students with Complex Communication Needs.
Valerie Wells Speech-Language Pathologist, Resource SLP for Special Needs and AAC (Tech), MFO

If you haven't read Temerty Faculty of Medicines', “We Sing That They Shall Speak”: Ontario Barbershoppers’ Enduring Impact on U of T Speech-Language Pathology, By Deanna Cheng. It is a must read!

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