Accessibility
Main Menu
Menu
Login
Join
Menu
Main Menu
Login
Menu
Menu
Main Menu
Menu

NIHB Update: Unit Price Change for Cochlear Implant Rechargeable Batteries and COVID-19 Changes Extended to March 31, 2022

by

Credit: NIHB

As published in the Fall 2021 NIHB Newsletter, effective May 5, 2021, the unit price for rechargeable batteries for cochlear implant processors (codes 99401250 [RT] and 99401251 [LT]) has been revised. Providers are required to bill according to the manufacturer price indicated in the price file for each battery type. This information can be found on the NIHB Provider and Client Website at nihb.express-scripts.ca > provider > medical supplies and equipment > forms. These batteries continue to be covered as an open benefit i.e. no PA is required.

NIHB has also announced that temporary COVID-19 changes have been extended until March 31st, 2022. This includes coverage of delivery charges where delivery of an item is not usually a benefit (prior approval required), coverage for some services provided through tele-audiology as well as laryngectomy and tracheostomy supplies.

 

Study: Assessing Cognitive-Communication Skills in the Acquired Brain Injury (ABI) Return to Work Population

by

Credit: Metro South Health

You are invited to take part in a study that aims to understand how to assess cognitive-communication skills in the return to work (RTW) population after Acquired Brain Injury (ABI). Change in the ability to communicate is a common consequence of Acquired Brain Injury (ABI). These changes can have an impact on a person’s employability. A body of evidence points to assessment and treatment processes that may better support people with cognitive-communication disability RTW. Despite this, there has been limited translation of this evidence into clinical practice. While assessing cognitive-communication earlier and developing a personalised goal driven approach is considered best practice in ABI rehabilitation, therapists do not have specific clinical tools to do this for vocational rehabilitation clients. 

 

This project aims to systematically understand the current knowledge base around changes in cognitive communication following ABI and the impact on vocational outcomes.  It aims to develop a clinically driven assessment resource and / or a client and employer self-assessment resource for gathering information about workplace communication needs. Once developed future areas of enquiry will look at validation and clinical use.

 

The research is being conducted as part of the requirements of a Clinical Fellowship, which is funded by The Hopkins Centre.  

For more information, please click here

Raising Deaf Kids Webinar Series

by

Credit: Centre for Deaf Education & Accessibility Forum, King’s University College at Western University

With the support of King’s University College at Western University, the Centre of Deaf Education & Accessibility Forum (CDEAF) is hosting a series of webinars on Zoom geared to parents of deaf and hard of hearing kids, teachers, clinicians, and interested people from the community.

Systemic audism impacts a Deaf child from the moment they are born. Information shared with hearing parents can be overwhelming, confusing and may show bias towards a hearing centric world. Through this series of webinars, CDEAF would like to provide evidence-based research, lived experiences and information from community resources.

Join them for an evening of knowledge sharing with experts in the field of deafness. ASL interpretation as well as live transcription will be available.

Webinars

  • October 14, 2021, 7-8 p.m. EDT – Language Development
  • November 18, 2021, 7-8 p.m. EDT – Education
  • January 13, 2022, 7-8 p.m. EDT – Family Dynamics: Panel discussion
  • February 10, 2022, 7-8 p.m. EDT – Mental Health
  • March 24, 2022, 7-8 p.m. EDT – Community Contacts & Resources

To join any of the above webinars, please use this link on the date and time displayed.

Survey on how clinicians in different countries assess and diagnose the language skills of multilingual children

by

Credit: International Association of Communication Sciences and Disorders (IALP)

The members of the Multilingual-Multicultural Affairs Committee of the International Association of Communication Sciences and Disorders (IALP) recently launched an international survey to find out how clinicians in different countries assess and diagnose the language skills of multilingual children.

The researchers are seeking participants with significant skills and experience in assessment of multilingual children.

Participate in the survey now.

 

Resource for Post COVID-19 Condition (Long COVID) Guidance for Canadian Rehab and Exercise Professionals

by

Credit: The Interdisciplinary Long COVID Advisory Panel

The Contributors of the Interdisciplinary Long COVID Advisory Panel have released a resource entitled Rehabilitation for Clients with Post COVID-19 Condition (Long COVID): Guidance for Canadian Rehabilitation and Exercise Professionals.

The purpose of this living document is to consolidate resources that will serve to inform clinical decision making. Long COVID is an emerging health condition for which evidence is still emerging regarding the safe application of exercise.

This resource is for health care professionals who may have had clients referred to them for rehabilitation or exercise to manage the symptoms of Long COVID.

Access the resource.

If you have questions about this resource or wish to share additional resources with this group that may serve to evolve the document, please contact information@physiotherapy.ca.

 

So You Want to Learn About Speech-Language Pathology? New Student Resource Guide

by

Credit: Evonne Syed & Imad Ali, McMaster University

Two students from McMaster University have developed a student resource guide which serves as an introduction to the profession of speech-language pathology for high school students, youth and all aspiring speech-language pathologists.

Written and designed by Evonne Syed and Imad Ali, in consultation with their professor and SAC member, Dr. Lyn Turkstra, the guide aims to inspire generations of speech-language pathologists to come.

The guide answers questions like:

  • What is a speech-language pathologist?
  • What do they do? Who do they help?
  • How much money can I expect to make?
  • Is this career right for me?
  • … and more!

Access the student resource guide now.

Report on the Impacts of COVID-19 on Communication Accessibility for Adults with Hearing Loss

by

Credit: Wavefront Centre for Communication Accessibility

The Survey & The Report

Earlier this year, the Canadian Hard of Hearing Association (CHHA), University of British Columbia (UBC), and Wavefront Centre for Communication Accessibility worked together to collect information from Canadians who experience hearing loss and deafness about how the pandemic has impacted their daily lives.

They received insights from close to 700 responses who noted the demand for universal captioning, impacts of masks on communication, and the ability to receive accessible information from the government and media outlets on COVID-19.

The results from this report will provide a foundation to better understand the impact the pandemic has had on our communities and to ensure that moving forward, we can address these challenges as we continue to manage COVID-19 throughout the recovery phase and beyond.

Click here to read the full report.

Key Findings in The Report

  • More than 80% of individuals with hearing loss found it difficult to understand others with face masks.
  • 60% of individuals reported that their mental health has been negatively affected as a result of the pandemic.
  • At least one-quarter of individuals with higher severity of hearing loss were unable to obtain hearing health services due to COVID-19 restrictions.
  • Only 16% of respondents reported obtaining hearing or hearing aid services remotely from a specialist such as an audiologist or hearing instrument practitioner.
  • Over 60% of respondents reported difficulty in understanding others who are behind plexiglass barriers.
  • At least 60% of respondents indicated that having captioning available would help improve communication with others in video calls and at virtual events.

The Webinar

In May 2021, the research team hosted a webinar where the principal investigators, Dr. Brenda Poon, Wavefront Centre Senior Research Fellow and Assistant Professor at UBC, and Dr. Lorienne Jenstad, Associate Professor at UBC School of Audiology & Speech Sciences, presented the preliminary findings from their work.

Watch the recording of this webinar.

 

Launch of the World Health Organization’s HEARING screening: considerations for implementation

by

Credit: The World Health Organization

Background 

The first ever World Report on Hearing was launched in 2021, as a technical guide outlining the  ongoing shifts  in the global epidemiology  of hearing loss, capturing available solutions and  current challenges for  ear and hearing care and also establishing priorities to be addressed. It highlights the link between addressing hearing loss and achieving the Sustainable Development Goals.

The rational for hearing screening across the life course is well outlined in the report. The report shows that increasing hearing screening and early intervention coverage during the next 10 years requires an additional annual per capita investment of US$ 1.33. The resulting health gain during the 10-year period would avert nearly 130 million DALYs (disability adjusted life years), benefit 1.4 billion people and yield a return of nearly US$ 16 for each 1 dollar invested.

The World Report on Hearing recommends that World Health Organization (WHO) Member States take urgent and evidence-based policy action to prevent, identify and rehabilitate hearing loss.

To render technical support to the  Member  States  in implementing the recommendation of the world report into, WHO has developed the HEARING screening: considerations for implementation. This handbook provides technical guidance required for establishing evidence-based programmes for hearing screening facilitating early identification and interventions to address hearing loss and related ear diseases in target groups.
The purpose of the handbook is to provide guidance on how to undertake:

  • Hearing screening in newborns and infants
  • School-based ear and hearing screening
  • Hearing screening in older people

Series of Webinars

The WHO invites you to a series of webinar on the HEARING screening: considerations for implementation.

October 6, 2021

Focus on HEARING SCREENING: considerations for implementation guidance on the hearing screening for newborn babies.

Where: via Zoom

To Register:

 

October 27, 2021

Focus on HEARING SCREENING: considerations for implementation guidance on the hearing screening for school children.

Where: via Zoom

To Register:

 

November 17, 2021

Focus on HEARING SCREENING: considerations for implementation guidance on the hearing screening for older people.

Where: via Zoom

To Register:

 

 

Join the National Advisory Council on Early Learning and Child Care

by

Credit: Government of Canada

The Government of Canada is investing in Early Learning and Child Care (ELCC) to help Canadian children get the best start in life and have a fair chance to succeed. In support of this commitment, the Government of Canada is establishing a National Advisory Council on ELCC.

The National Advisory Council will provide expert advice and a forum for consultation to the Minister of Families, Children and Social Development and the Minister for Women and Gender Equality on issues and challenges facing the ELCC sector in Canada. The Council on ELCC will be a forum for information sharing and discussion. Its members will bring a diverse range of perspectives and will provide expert advice to the Ministers on ELCC-related issues and challenges.

In carrying out its mandate, the Council will provide third-party expert advice to the Minister of Families, Children and Social Development and the Minister for Women and Gender Equality on topics including:

  • The COVID-19 pandemic, reopening, and the recovery period as it relates to the ELCC sector
  • Promoting information sharing across jurisdictions
  • Developing standards of practice within the sector
  • Establishing a Canada-wide ELCC system
Call for applications: become a member

Apply before September 28, 2021. They are looking for individuals with knowledge and experience in ELCC from a variety of fields.

 

Impacts of the COVID-19 Pandemic on Canadian Children with Cognitive, Behavioural or Emotional Disabilities

by

Credit: Government of Canada

The Government of Canada pleased to announce the release of a new data blog titled “Impacts of the COVID-19 pandemic on Canadian children with cognitive, behavioural, or emotional disabilities.”

Using data from Statistics Canada’s crowdsourcing questionnaire: Impacts of COVID-19 on Canadians: Parenting during the Pandemic, 2020, this data blog highlights the experiences of parents of children aged 0 to 14 years with cognitive, behavioural, or emotional disabilities during the early response to the COVID-19 pandemic (questionnaires completed between June 9 and 22, 2020).

The data blog includes a snapshot of parents’ concerns related to their children’s general physical health, general mental health, loneliness or isolation, screen time, physical activity, school year/academic success and their family’s ability to manage. Comparisons are made to the experiences of parents with children that do not have a disability.

Key Findings:

  • Close to two-thirds of parents of children with cognitive, behavioural, or emotional disabilities expressed concerns about their children’s general mental health.
  • Almost two-thirds of parents who have children with cognitive, behavioural, or emotional disabilities were concerned about their children’s loneliness or isolation.
  • About 9 in 10 parents reported their children engaged in screen time on a daily basis; however, more parents (close to three-quarters) who have children with cognitive, behavioural, or emotional disabilities were concerned with the amount of screen time their children engaged in, compared to parents who have children with no disabilities.
  • Half of parents with children who have cognitive, behavioural, or emotional disabilities reported their children engaged in physical activity daily and half reported they were very or extremely concerned about their children’s amount of physical activity.
  • More than half of the parents (59%) reported they were very or extremely concerned about their children’s school year success, although school aged children with cognitive, behavioural, or emotional disabilities received more help to engage in learning activities related to school.
  • More parents with children who have cognitive, behavioural, or emotional disabilities are concerned about their family’s ability to manage compared to parents who have children with no disabilities.

If you have feedback or questions, please contact phac.chronic.publications-chronique.aspc@canada.ca.

Log In
Main Menu