what is in this issue: ethics q&a hearing loss and music · care. in conjunction with the day,...

Ezine March 2015

WHAT IS IN THIS ISSUE:

FREE HANDOUT FOR DOWN SYNDROME!

HEARING LOSS AND MUSIC

PINTREST AND APP REVIEW

BILINGUALISM AND THE BRAIN

Ethics Q&A

INTERNATIONAL EAR CARE DAY!

SASLHA EZINE March 2015

EDITORIAL March 2015

March Madness!

March is a month rich with awareness campaigns. We have the international ear care day on the 3rd, read aloud day on the 4th and world down syndrome day on the 21st. Some great radio awareness was done and wonderful print media campaigns. Please find attached at the end of the eZine two free hand-outs! One for noise damage awareness and one for world down syndrome day. Happy campaigning fellow colleagues. Nicole da Rocha Chair PR and Marketing SASLHA Ezine feedback will be greatly appreciated. Please email: [email protected]

News

SASLHA radio/TV awareness campaign

SASLHA will be LIVE TO THE PUBLIC this month on SAfm (104-

107FM)

• 17 MARCH 21:00- DOWN SYNDROME AWARENESS

• 17 MARCH 21:45- TINNITUS & NOISE INDUCED HEARING LOSS

• 24 MARCH 21:00- TB OTOTOXICITY

SASLHA HAS JOINED FORCES WITH CAMPAIGN FOR PRINT

MEDIA: WHO- EAR CARE DAY AS WELL AS THE WORLD DOWN

SYNDROME DAY ASSOCIATION SASLHA & Social media

Have you seen SASLHA’s Pinterest and Facebook pages? Join the

conversation today!


RECENT NEWS

International Ear Care Day: 3 March International Ear Care Day 2015: Make Listening Safe

International Ear Care Day is an annual advocacy event held on 3 March. Designated at the First International Conference on Prevention and Rehabilitation of Hearing Impairment in Beijing, China in 2007, the Day aims to raise awareness and promote ear and hearing care across the world. Each year, this Day addresses a specific theme and activities are carried out by WHO and its partners. In 2014, the theme was “Ear Care Can Avoid Hearing Loss”. This theme targeted all age groups and promoted hearing health through ear care. In conjunction with the Day, WHO released the report Multi-country assessment of national capacity to provide hearing care. In 2015, the theme for International Ear Care Day is ‘Make Listening Safe’. This theme will draw attention to the rising problem of noise-induced hearing loss. It raises the alarm that millions of teenagers and young people are at risk of hearing loss due to the unsafe use of personal audio devices, including smartphones, and exposure to damaging levels of sound at noisy entertainment venues such as nightclubs, bars and sporting events. It highlights that such recreational hearing loss has potentially devastating consequences for physical and mental health, education and employment.

RECENT NEWS

AngloGold Ashanti Project World Read Aloud Day 4 MARCH 2015

World Read Aloud Day motivates children, teens, and adults worldwide to celebrate the power of words and creates a community of readers taking action to show the world that the right to literacy belongs to all people. An incredible 2065 books were presented to the principals of 7 schools during a workshop and book handover in Soweto on Tuesday the 17th of February 2015. This project valued at R 149,865.00 was sponsored by AngloGold Ashanti’s CSI initiative and carried out by Biblionef. Biblionef SA is a NPC (non-profit company) that operates according to the United Nations Educational, Scientific and Cultural Organisation’s (UNESCO) Book Donation Charter. The schools in Dobsonville, Meadowlands, Orlando West, Zola, Diepkloof and Roodepoort received books in isiZulu, Setswana, Sesotho and isiXhosa, depending upon the children’s home language, as well as in English. Mrs. Rea Maribe of AngloGold Ashanti and Biblionef’s Jean Williams were greeted by top officials from the Department of Education for Gauteng as well as the schools principals before the workshop. Jean spoke about the importance of instilling a love of reading in pupils and the vital role home language reading plays in this process. Principal Phola Tabane of Sapebuso Senior Primary School in thanking AngloGold Ashanti and Biblionef said “finally the moment has come…. my children are going to be reading crazy.” We are sure that the 4410 pupils at the 7 schools are having the time of their lives discovering exciting stories in their new books! - See more at: http://biblionefsa.org.za/


21 March 2015 marks the 10th anniversary of World Down Syndrome Day and each year the voice of people with Down syndrome, and those who live and work with them, grows louder. Down Syndrome International encourages our friends all over the world to choose your own activities and events to help raise awareness of what Down syndrome is, what it means to have Down syndrome, and how people with Down syndrome play a vital role in our lives and communities. Our focus is ‘My Opportunities, My Choices’ – Enjoying Full and Equal Rights and the Role of Families in 2015 People with Down syndrome must be able to enjoy full and equal rights, with ‘opportunities’ and ‘choices’. Many face challenges to this, as others fail to understand that people with Down syndrome are people first, who may need support, but should be recognised on an equal basis, without discrimination on the basis of disability. Empowering families to recognise the equal status of their members with Down syndrome is crucial, so that they can provide support, advocate for opportunities and choices and empower people with Down syndrome to express their own views and make their own decisions, as well as advocate for themselves. For further information on our WDSD 2015 campaign or Down Syndrome International visit www.worlddownsyndromeday.org or www.ds-int.org. 2

RECENT NEWS


Ethics Questions & Answers

SASLHA gets some great questions posed to the Ethics committee. Have a look below of some issues raised by you recently and the

responses.

Question: Hi there! I work in a school which caters for children with learning disabilities. I have been asked to take responsibility for giving the children their medication each day. What is the Ethics Committees view regarding this subject. Thank you! Answer: At certain schools medication is administered by staff. Most importantly the head of the school needs to have a formal form available on the school’s letterhead. The names of the child must be on this form and the name of the person who may administer the medication. Parents must sign the form and no verbal or written contract may be used. Parents are also responsible to visit their doctor from time to time to monitor the medication. The school should have an official form namely "Permission to administer medication"; and only the designated person may administer the medication. Under no circumstances may medication be administered without written consent .

Question: I am a private therapist who is currently seeing children in some schools in my private capacity. The education department seems to have a problem with this as not all children can access therapy services due to costs involved. They are now saying that therapy takes away from contact time in class. According to my interpretation of the CAPS document, children with speech and language difficulties fall under barriers to learning which may receive support during school hours. What is the difference between children being taken out of class for remedial support and therapeutic support? I would like some advice as to how to approach the subject with the education department without being offensive and them thinking that I do not respect their decisions. Answer: This is a complex issue. Even though you are acting in your private capacity at the school you are still under an obligation to respect the rules of the Department of Education in the provision of services to learners at the school where you provide your services. I suggest that you ask the principal at the school to refer you to the relevant person in the Department, making it clear to him/her that your intention is to seek information that you cannot access other than by directly approaching the Department. Your interest in the matter is to continue to provide your services within a framework that is legally sanctioned by the Department of Education.


Feel good article Parents

Anindita & Suvra Paul

Child’s name:

Raunak Paul

Age: 18 Years

Is this your only child?

Yes.

Diagnosis of child:

Raunak was born with Down Syndrome of type trisomy 21. What this means is that there is an extra

chromosome in the 21st pair of chromosome in every cell of the body. This extra chromosome is responsible

for his “special” physical features and his delayed cognitive ability.

What are the biggest challenges facing your child on a daily basis?

When we learnt at birth that Raunak had Down Syndrome, we went through the normal emotions of “why

us”, “what now”, etc. After a week or so, we suddenly woke up – hey! Raunak is our very own and by the

way, he has Down Syndrome. Like any other child, a child with Down Syndrome has his own potential.

Knowing this has helped us to help Raunak. This has became our goal in life and we moved on - no more

looking back or crying! As he has grown, we have reprimanded him for his mistakes and rewarded him for

his achievements. The journey continues - no different from any other parent. Would we call them

challenges? No, we’d rather say these are the “joys of living”.

What has your child taught you about yourself, both positively and negatively?

Our lives have changed since we’ve had Raunak. We have learnt so much about life. Everyday we grow and

learn through him. He has taught us how to love unconditionally. He has taught us how to respect everyone -

no matter who they are and what they do. To be compassionate and caring. Raunak has taught us to stand

up in difficult situations and to never give up. He has taught us to smile no matter what happens. The

immense pleasure you can get from the tiniest of things in life. Life is very simple for him - enjoy and be

happy. He is a inspiration to a lot of our friends. This makes us feel so proud to be his parents! We are

blessed to have him!

What has made the biggest difference to your child’s quality of life?

A whole lot of factors put together have added to Raunak’s quality of life.

After his birth his paediatrician told us - “Always remember he is your child first and then comes the fact that

he has Down Syndrome”. He also reminded us that every child has their own potential. We have always kept

this in our minds and have treated him as we would any other child. We have never given into the Down

Syndrome diagnosis. We have always taken him to every social gathering or outing we have gone to.

His second home is his school Unity College. Unity have played an important role in getting him to where he

is today. In building his self-confidence and independence.

What is your dream for your child?

First and foremost we want Raunak to be happy. We want him to be independent in life. For him to be able to

have a job that makes him happy which gives him a sense of responsibility and fulfilment.

We want him to always keep smiling and be blessed with the best that life has to offer.


LASTEST LANGUAGE RESEARCH

Researchers at the University of Washington's Institute for Learning & Brain Sciences are investigating the brain mechanisms that contribute to infants' prowess at learning languages, with the hope that the findings could boost bilingualism in adults, too. In a new study, the researchers report that the brains of babies raised in bilingual households show a longer period of being flexible to different languages, especially if they hear a lot of language at home. The researchers also show that the relative amount of each language -- English and Spanish -- babies were exposed to affected their vocabulary as toddlers. The study, published online Aug. 17 in Journal of Phonetics, is the first to measure brain activity throughout infancy and relate it to language exposure and speaking ability. "The bilingual brain is fascinating because it reflects humans' abilities for flexible thinking -- bilingual babies learn that objects and events in the world have two names, and flexibly switch between these labels, giving the brain lots of good exercise," said Patricia Kuhl, co-author of the study and co-director of the UW's Institute for Learning & Brain Sciences. Kuhl's previous studies show that between 8 and 10 months of age, monolingual babies become increasingly able to distinguish speech sounds of their native language, while at the same time their ability to distinguish sounds from a foreign language declines. For instance, between 8 and 10 months of age babies exposed to English become better at detecting the difference between "r" and "l" sounds, which are prevalent in the English language. This is the same age when Japanese babies, who are not exposed to as many "r" and "l" sounds, decline in their ability to detect them. "The infant brain tunes itself to the sounds of the language during this sensitive period in development, and we're trying to figure out exactly how that happens," said Kuhl, who's also a UW professor of speech and hearing sciences. "But almost nothing is known about how bilingual babies do this for two languages. Knowing how experience sculpts the brain will tell us something that goes way beyond language development.“ In the current study, babies from monolingual (English or Spanish) and bilingual (English and Spanish) households wore caps fitted with electrodes to measure brain activity with an electroencephalogram, or EEG, a device that records the flow of energy in the brain. Babies heard background speech sounds in one language, and then a contrasting sound in the other language occurred occasionally.

Bilingual babies' vocabulary linked to early brain differentiation


For example, a sound that is used in both Spanish and English served as the background sound and then a Spanish "da" and an English "ta" each randomly occurred 10 percent of the time as contrasting sounds. If the brain can detect the contrasting sound, there is a signature pattern called the mismatch response that can be detected with the EEG. Monolingual babies at 6-9 months of age showed the mismatch response for both the Spanish and English contrasting sounds, indicating that they noticed the change in both languages. But at 10-12 months of age, monolingual babies only responded to the English contrasting sound. Bilingual babies showed a different pattern. At 6-9 months, bilinguals did not show the mismatch response, but at 10-12 months they showed the mismatch for both sounds. This suggests that the bilingual brain remains flexible to languages for a longer period of time, possibly because bilingual infants are exposed to a greater variety of speech sounds at home. This difference in development suggests that the bilingual babies "may have a different timetable for neurally committing to a language" compared with monolingual babies, said Adrian Garcia-Sierra, lead author and a postdoctoral researcher at UW's Institute for Learning & Brain Sciences. "When the brain is exposed to two languages rather than only one, the most adaptive response is to stay open longer before showing the perceptual narrowing that monolingual infants typically show at the end of the first year of life," Garcia-Sierra said. To see if those brain responses at 10-12 months related to later speaking skills, the researchers followed up with the parents when the babies were about 15 months old to see how many Spanish and English words the children knew. They found that early brain responses to language could predict infants' word learning ability. That is, the size of the bilingual children's vocabulary was associated with the strength of their brain responses in discriminating languages at 10-12 months of age. Early exposure to language also made a difference: Bilingual babies exposed to more English at home, including from their parents, other relatives and family friends, subsequently produced more words in English. The pattern held true for Spanish. The researchers say the best way for children to learn a second language is through social interactions and daily exposure to the language. "Learning a second language is like learning a sport," said Garcia-Sierra, who is raising his two young children as bilingual. "The more you play the better you get.“ Journal Reference: Adrian Garcia-Sierra, Maritza Rivera-Gaxiola, Cherie R. Percaccio, Barbara T. Conboy, Harriett Romo, Lindsay Klarman, Sophia Ortiz, Patricia K. Kuhl. Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 2011; DOI:10.1016/j.wocn.2011.07.002

LASTEST RESEARCH CONTINUED

LATEST AUDIOLOGY RESEARCH

Professional musicians are almost four times as likely to develop noise induced hearing loss as the general public, reveals research published online in Occupational & Environmental Medicine, and they are 57% more likely to develop tinnitus as a result of their job. Noise induced hearing loss can be caused by sudden very loud noise, such as an explosion or gunfire, but it may also develop gradually as a result of repeated exposure to loud noise, suggest the study authors. They base their findings on data from three statutory health insurance providers containing the details of seven million German citizens between 2004 and 2008. Among the three million people who were aged between 19 and 66, in employment, and making social insurance contributions to cover health and social care, some 2227 were professional musicians. During the four year study period, just under 284,000 cases of hearing loss were registered on the database, slightly more of them among men than women, overall. In all, 238 (0.08%) cases were among professional musicians, who were more likely to live in cities. Hearing loss becomes more common with age, but after adjusting for this and other influential factors, such as sex and population density, professional musicians were still more likely to have noise induced hearing loss than the general public.

Professional musicians run almost four-fold risk of noise induced deafness


They were almost four times as likely to have some level of deafness and 57% more likely to have tinnitus. The authors point out that repeated long term exposure to industrial noise has been clearly linked to hearing damage, including an inability to hear the full range of sound. But published evidence suggests that long term exposure to music has the opposite effect and increases hearing sensitivity. "Our data suggest that in professional musicians the risks of music induced hearing loss outweigh the potential benefits for hearing ability, as reported by [other researchers]," write the authors. "Given the number of professional musicians and the severity of the outcome, leading to occupational disability and severe loss of quality of life, hearing loss in [this group] is of high public health importance," they add. Professional musicians should be given protective in-ear devices, whether they are playing in rock bands or orchestras, and whenever sound amplifiers are used, in a bid to reduce the risk, they suggest. Sound shields should also be installed between different sections of an orchestra. Journal Reference: T. Schink, G. Kreutz, V. Busch, I. Pigeot, W. Ahrens. Incidence and relative risk of hearing disorders in professional musicians. Occupational and Environmental Medicine, 2014; DOI: 10.1136/oemed-2014-102172

AUDIOLOGY RESEARCH CONTINUED…


APP REVIEW BY NIKKI HEYMAN

Take your students on a walk down Main Street and help them build their auditory processing skills at the same time using the Virtual Speech Centre app Main Street Memory. The app is priced at $14.99 in the iTunes App Store.

Unlike other recall apps, this one takes place in a real life context-shopping and working downtown. This helps clients to readily understand how limitations and gains in skills directly affect their life. It also allows the therapist to directly relate therapeutic tasks to functional outcomes for community living tasks and vocational readiness. The activities are game like so that clients have fun while learning. The therapist has the ability to control length and complexity of directions by selecting the appropriate level and the amount and type of background noise by adjusting the settings on the app. In addition to background noise the therapist can delay the presentation of stimuli.

It has the following features which can be adjusted: • Multiple Students – group or individual activities. • Different levels of difficulty on each activity. • Select auto-scoring • Select alternate counts for multiple students • Reward Game • Feedback sounds • Background noise • Delay of stimuli – 5, 10 or 15 seconds • Track correct and incorrect responses • E-mail results at the end of the game

Main Street Memory

APP REVIEW BY NIKKI HEYMAN CONTINUED


What I like: The vocabulary and contexts used are real and functional for every day settings. The different voices and ways of requesting allowed me to extend the activity to social skills and practicing requesting/question forms. The ability to add background noise to the activity to simulate real world settings. The activities have different voices and accents giving the instructions and this is really beneficial to help with processing of information What I would like: Although there is a range of voices (old/young) and accents, all the voices are male and it would add to the tasks if some voices were female. Temporal instructions ask for items before/after another, but the app allows the student to place the items in any visual sequential order as long as the temporal order is correct. I really would like the app to penalize students if they put items in the incorrect sequential order. It would be great if the jewel shop had other jewellery items besides beads. This would make the vocabulary more relevant and increase the scope of the app.

BEST PINTEREST ADDITION OF THE MONTH www.pinterest.com/SpeakUpSASLHA/

Cochlear now allows you to decorate your hearing aids with fun images through SkinIt!


Purchasing your Skinit 1. Visit Skinit.com and search for Cochlear Nucleus 2. Select Nucleus 5 3. Choose your design and place your order. Applying Skinit to your sound processor 1. Gently wipe the sound processor with a clean, dry, non-abrasive cloth 2. Slightly bend the Skinit adhesive card and remove the skin 3. Place the skin in the corresponding area of your sound processor – The Skinit card is cut to fit your sound processor, battery module, and sound processor cover(s) 4. Rub the surface to ensure the skin is secured

WORLD DOWN SYNDROME DAY 21 MARCH

People with Down syndrome, on an equal basis with other people, must be able to enjoy full and equal rights, both as children and adults with ‘opportunities’ and ‘choices’. People with Down syndrome face many challenges as children and adults which can include: being abandoned, subjected to abuse and segregated from their communities; being discriminated against and treated unequally in education systems; being discriminated against and having health conditions misdiagnosed by health systems; limited opportunities to live independently, work and be fully included in the community; a lack of control over the right to marry and have relationships and families; limited opportunities to vote, participate in public advocacy or be elected to public office. These challenges prevent many people with Down syndrome from enjoying their basic human rights. Those directly or indirectly responsible for this may be families, education, health and social professionals, authorities or the general public and the primary reason for this is a failure to understand that people with Down syndrome are people first, who may require additional support, but should be recognised by society on an equal basis with others, without discrimination on the basis of disability.

‘My Opportunities, My Choices’ – Enjoying Full and Equal Rights and the Role of Families

DOWN SYNDROME hand-out continued

Preamble of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) confirms that “persons with disabilities and their family members should receive the necessary protection and assistance to enable families to contribute towards the full and equal enjoyment of the rights of persons with disabilities.” In order for people with Down syndrome to enjoy full and equal rights, their families, who have a deep personal interest in their well-being, must be informed and empowered to promote the equal status of their family members in society. This is so that they can provide support, advocate for opportunities and choices in all aspects of life and to empower people with Down syndrome to express their own views freely on all matters affecting them and make their own decisions, as well as advocate for themselves. Society can assist families to support children with Down syndrome to be protected from harm, to be heard, to have access to education and healthcare and to be fully included in their communities, with opportunities to participate, on an equal basis with others. Adults with Down syndrome, on an equal basis with others, must have choices, be able to make decisions and have control in their lives. Society can assist families to ensure that people with Down syndrome have access to support they may require in exercising their legal capacity , to empower them to lead independent lives and be accepted and included as valued, equal and participating members of their communities. On 21 March 2015, the 10th anniversary of World Down Syndrome Day and in the 21st anniversary year of the ‘International Year of the Family’, Down Syndrome International will focus on the role of families and the positive contribution that they can make towards the enjoyment of full and equal rights for people with Down syndrome.

1.1 billion people at risk of hearing loss WHO highlights serious threat posed by exposure to recreational noise 27 FEBRUARY 2015 ¦ GENEVA – Some 1.1 billion teenagers and young adults are at risk of hearing loss due to the unsafe use of personal audio devices, including smartphones, and exposure to damaging levels of sound at noisy entertainment venues such as nightclubs, bars and sporting events, according to the World Health Organization. Hearing loss has potentially devastating consequences for physical and mental health, education and employment. Data from studies in middle- and high-income countries analysed by WHO indicate that among teenagers and young adults aged 12-35 years, nearly 50% are exposed to unsafe levels of sound from the use of personal audio devices and around 40% are exposed to potentially damaging levels of sound at entertainment venues. Unsafe levels of sounds can be, for example, exposure to in excess of 85 decibels (dB) for eight hours or 100 dB for 15 minutes. “As they go about their daily lives doing what they enjoy, more and more young people are placing themselves at risk of hearing loss,” notes Dr Etienne Krug, World Health Organization (WHO) Director for the Department for Management of Noncommunicable Diseases, Disability, Violence and Injury Prevention. “They should be aware that once you lose your hearing, it won’t come back. Taking simple preventive actions will allow people to continue to enjoy themselves without putting their hearing at risk.” Safe listening depends on the intensity or loudness of sound, and the duration and frequency of listening. Exposure to loud sounds can result in temporary hearing loss or tinnitus which is a ringing sensation in the ear. When the exposure is particularly loud, regular or prolonged, it can lead to permanent damage of the ear’s sensory cells, resulting in irreversible hearing loss. WHO recommends that the highest permissible level of noise exposure in the workplace is 85 dB for up to a maximum of eight hours per day. Many patrons of nightclubs, bars and sporting events are often exposed to even higher levels of sound, and should therefore considerably reduce the duration of exposure. For example, exposure to noise levels of 100 dB, which is typical in such venues, is safe for no more than 15 minutes. Teenagers and young people can better protect their hearing by keeping the volume down on personal audio devices, wearing earplugs when visiting noisy venues, and using carefully fitted, and, if possible, noise-cancelling earphones/headphones. They can also limit the time spent engaged in noisy activities by taking short listening breaks and restricting the daily use of personal audio devices to less than one hour. With the help of smartphone apps, they can monitor safe listening levels.

WHO: 2015 MAKE LISTENING SAFE NOISE SAFETY PAMPHLET

WHO: 2015 MAKE LISTENING SAFE NOISE SAFETY PAMPHLET CONTINUED

In addition they should heed the warning signs of hearing loss and get regular hearing check-ups. Governments also have a role to play by developing and enforcing strict legislation on recreational noise, and by raising awareness of the risks of hearing loss through public information campaigns. Parents, teachers and physicians can educate young people about safe listening, while managers of entertainment venues can respect the safe noise levels set by their respective venues, use sound limiters, and offer earplugs and “chill out” rooms to patrons. Manufacturers can design personal audio devices with safety features and display information about safe listening on products and packaging. To mark International Ear Care Day, celebrated each year on March 3rd, WHO is launching the “Make Listening Safe” initiative to draw attention to the dangers of unsafe listening and promote safer practices. In collaboration with partners worldwide, WHO will alert young people and their families to the risks of noise induced hearing loss and advocate to governments for greater attention to this issue as part of their broader efforts to prevent hearing loss generally. Worldwide, 360 million people today have moderate to profound hearing loss due to various causes, such as noise, genetic conditions, complications at birth, certain infectious diseases, chronic ear infections, the use of particular drugs, and ageing. It is estimated that half of all cases of hearing loss are avoidable. To address this issue, WHO collates data and information on hearing loss to demonstrate its prevalence, causes and impact as well as opportunities for prevention and management; assists countries to develop and implement programmes for hearing care that are integrated into the primary

health-care system; and provides technical resources for training health workers. RELATED LINKS: “Make Listening Safe” web site, with brochure, flyer, posters, infographic http://www.who.int/pbd/deafness/activities/MLS WHO fact sheet on deafness and hearing loss http://www.who.int/mediacentre/factsheets/fs300/en/ For more information please contact: Laura Sminkey Communications Officer WHO Department for Management of Noncommunicable Diseases, Disability, Violence and Injury Prevention Telephone: +41 22 791 4547 Mobile: +41 79 249 3520 Email: [email protected]

CONTACT SASLHA WORKING FOR YOU!

PORTFOLIO NAME EMAIL

ADMINISTRATION DUDU MOKOTO [email protected]

PRESIDENT ERIKA BOSTOCK [email protected]

VICE PRESIDENT ALISON DENT [email protected]

TREASURER ANNALINE JACK [email protected]

PROFESSIONAL LIASION OFFICER

INGRID VON BENTHEIM

[email protected]

ETHICS AND STANDARDS CHAIRPERSON

URSULA ZSILAVECZ [email protected]

PROFESSIONAL DEVELOPMENT OFFICER

MICHAL HARTY [email protected]

RESEACH DEVELOPMENT OFFICER

MERSHEN PILLAY [email protected]

CODING CHARIPERSON ALISON DENT [email protected]

PR AND MARKETING CHAIRPERSON

NICOLE DA ROCHA [email protected]

ZONE1(Johannesburg/Southern Gauteng/ Free State/North West Province)

JULIA BOTHA [email protected]

ZONE 2 (Pretoria/Northern Gauteng/ Mpumalanga/ Limpopo)

KATHRYN GLENDINNING

[email protected]

ZONE 3 (Western Cape/ Northern Cape)

CARIANNE VERMEULEN

[email protected]

ZONE 4 (Kwa-Zulu Natal/ Eastern Cape)

DENISE KEMSLEY [email protected]


SEE YOU NEXT MONTH!


what is in this issue: ethics q&a hearing loss and music · care. in conjunction with the day,...

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