ACQ Vol 12 No 2 2010

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88 ACQ Volume 12, Number 2 2010 ACQuiring knowledge in speech, language and hearing
Jocelyn Christina
B. Marzan (top),
Winston T.
Cheng (centre)
and Fernando
Alejandro C.
Ligot
There is also disproportion in terms of the areas SPs
specialise in. Currently, the majority of SPs work with
preschool children with speech/language disorders
secondary to Down syndrome, autism, cerebral palsy, mental
retardation, and hearing loss. Only a limited number of SPs
specialise in managing speech and language disorders in the
adult population. SPs who work with voice and swallowing
disorders are even scarcer. The important contribution
of the SPs in the evaluation and treatment of dysphonia
and dysphagia, however, is gradually receiving recognition
among the otolaryngologists, physiatrists, and other medical
disciplines. Cases handled by SPs are diverse but oftentimes
severe. Families frequently do not seek services until the
disorders significantly disrupt an individual’s quality and way
of life. This may be attributed to lack of public awareness,
education and financial constraints.
The number of dialects and languages used by the clients
can pose as a challenge for clinicians. Therapy sessions
are mainly conducted in Filipino because this addresses
communication needs in the clients’ daily environment.
English, however, is also incorporated in order to address
educational needs since the primary language of instruction
is English or Taglish (codeswitching between Tagalog and
English) (Cheng et. al., 2002; Marzan, 2007). Service delivery
is also affected when working with multilingual clients; SPs
who do not speak the client’s dialect /language compensate
through modifying evaluation tools and resorting to family for
translation when providing intervention.
Normative data on speech and language milestones of
Filipinos are minimal. The “Early Childhood Care and
Development Checklist” has recently been developed and
was normed on Filipino children nationwide by the Council
for the Welfare of Children et al. (2005). Research on other
speech and language developmental milestones, however, is
limited to undergraduate and graduate theses. Evaluation
tools used in clinical practice are non-standardised adaptations/
translations of western tests, which raises validity and
reliability concerns (Cheng et al., 2002). Thus, SPs are
prompted to rely heavily on informal assessment and sound
clinical judgment when evaluating and treating clients.
The professional association
With the aims of advancing speech pathology both as an
academic program and as a profession in the Philippines,
promoting its relevance to society, and building camaraderie
among SPs in the country, the Philippine Association of
Speech Pathologists (PASP) was established in 1991 with
Cynthia Rodriguez-Quiazon as the founding president. To
date, PASP is the only national association for SPs with
approximately 80 certified members.
Typically, highly skilled professionals have to pass a
national licensure examination in order to be registered
The speech pathology profession
in the Philippines
The majority of the speech pathologists (SPs) practising in
the country are graduates of UP, which since 1982 has
graduated 377 SPs. More than half (51%) are known to
practise locally, a third (35%) have pursued graduate studies
in other countries (usually the US or Australia) and/or are
practising abroad, and the remaining 14% are in the country
but are no longer practising speech-language pathology
(Cuadro, Marzan, & Munar, 2008).
A handful of Filipino SPs with graduate degrees from
foreign institutions have returned to the country to further
develop the undergraduate and graduate SP curricula. On
occasion, foreign-educated SPs have provided services
to international schools in the Philippines. Governmental
overseas aid programs (e.g., AusAID) have also recently
offered SP services in Bacolod, one of the provinces in the
Philippines. Most SPs work in at least two different work
settings and carry the roles of clinician and advocate of the
profession. A smaller number of SPs extend their roles of
clinician to being an educator, researcher and administrator
(Cuadro et al., 2008).
Accessibility and availability of SP services remain a
challenge. To date, health insurance programs do not cover
most SP services and these services are thus primarily paid
out-of-pocket. Some government hospitals (e.g., Philippine
General Hospital, Veterans Hospital), educational institutions
(e.g., University of the Philippines internship programs) and
community-based rehabilitation programs offer services free-
of-charge or at minimal cost to those of low socioeconomic
status. These programs, however, are few in number, and
are not available in most regions of the country. Speech
therapy services in public schools are also nonexistent.
Sometimes teachers with limited background in speech
correction provide services in elementary schools (Cheng,
Olea, & Marzan, 2002).
The distribution of SPs across the country is
disproportionate. In spite of efforts to increase services in
remote provinces and cities, Cheng et al (2002) indicated
that most SPs practise in the National Capital Region (NCR),
within or around Metro Manila. Oftentimes, the reasons for
practising in the NCR are financial and professional in nature
(i.e., availability of continuing education, more opportunities
at collaboration with medical and allied health professionals,
etc.). Given the uneven distribution of SPs, families from
remote areas travel to the nearest city where SP services
are offered. Often, the SP does an evaluation, provides the
family with education and a home program, and schedules
a follow-up visit to monitor progress. This service delivery
model appears practical but its effectiveness has yet to be
evaluated.
Electronic copies of ACQ
Speech Pathology Australia members are able to access past and present
issues of ACQ via the Speech Pathology Australia website.
Hard copies are available to everyone (members and non members)
at a cost by emailing .