Finding My Voice With Aphasia Summary

Sundin, K., Jansson, L., & Norberg, A. (2000). Communicating with people with stroke and aphasia: understanding through sensation without words. Journal of Clinical Nursing, 9(4), 481-488.

Wendy and I discussed her degree and educational background. Wendy earned her bachelor’s degree from the University of Wisconsin-Oshkosh in science education with an emphasis in English and journalism. For 13 years Wendy worked as an English teacher but stated, “She always had a love for counseling” (personal communication, July 7, 2015). She made the decision to enroll in a master’s level program. Wendy attended and graduated from Lakeland College with a master’s degree in school counseling. Wendy currently works at Read Elementary located in

Shenitta Niles is on her third semester at Roxbury Community College. She got her high school diploma back in 2011 from Charles Town high school. She originally started out at Bunker Hill Community College, but later transferred to Roxbury Community College due to the low cost, convenience and transportation. Although she is a mother of a young child, she attends the college full time pursuing a major in early childhood education. Constantly being around her daughter and other young children has inspired her to pursue that career. She isn’t sure on the type of field she hopes to work at once she finishes her associate’s degree, but she will continue on to a four year college pursuing this path. Nevertheless, a long term goal of hers is to

W.C.’s speech difficulties were first observed at the hospital following a left hemisphere stroke by her neurologist. The client has not received previous treatment for these symptoms. The client has no history of speech and language treatment or problems. W.C. exhibits no hearing loss or vision difficulties.

“All my memories had words, and all my words had meaning. But only in my head. I have never spoken one single word” (Draper, 2010. p. 2). This quote is the first line in Sharon M. Draper’s book: “Out of My Mind”, that truly resonated with me. Melody, an 11-year-old girl, has a strong attachment to words describing them as delicate snowflakes, each one different, yet she can’t express herself with any words. Melody has spastic bilateral quadriplegia, also known as cerebral palsy. She has a hard time since, as she said, “I can’t talk. I can’t walk. I can’t feed myself or take myself to the bathroom. Big bummer” (Draper, 2010. p. 3). She shows unbelievably character development which provides numerous sections that were especially meaningful to me. Chapter 14 and 15 of “Out of My Mind” are very significant chapters in the book because it revolves around a

Discuss what the letters in STROKE stand for and correlate them with what she experienced during the stroke.

As the year went by, my parents and teachers noticed a decline in my reading and writing abilities compared to my other classmates. They decided it would be best for me to be enrolled in a reading and writing class in and outside of school so that I could catch up to my peers, and would be ready for kindergarten and first grade. Soon after I was enrolled, I was introduced to Mrs. Claire, one of the many people whom I owe my success to. Three times a week, Mrs. Claire and I would spend an hour

Shamia learned to read and write before school. She taught herself by watching her older brother learn to read and write since he’s two years older than her. She picked up on grammar rules and simple writing processes such as pre-writing, proof reading, and processing simple sentences. When she wasn’t learning from her older brother, she sometimes went to school with her mother. Dorothy, her mother, worked in the day time and went to school at night. When Shamia would go with her mother to class at the University of Memphis, she would copy down the notes on the board about English literature. Her experience in the University of Memphis classroom advanced her maturity in a classroom setting early on. Her behavior in the classroom was so mature she

However, their cause is from the stroke on their left brain, which resulted in malfunction and paralyse on the right side of body. Stroke is a life threatening condition when the brain is cut off from the blood supply. MRI scan was used to show the damage on the part of their brains. Different part of the brain damaged can have different effect on victims. For Anna and Patricia, they needed help with basic activities of moving arms and legs, sitting up, dressing, using toilet, and basic conversation.

Ava Montgomery is a 28-year-old African American female with a bachelor’s degree in elementary education. She lives in Louisville, Tennessee and is currently a part-time teacher at an after-school program. Ava has decided to pursue her degree in counseling psychology because she does not want to spend years in a classroom. However, there are times when Ava is unsure she wants to continue teaching or completely change her career. Ava has had thoughts about pursuing another career since her first two years of teaching. Ava discusses how she is frustrated with how the parents show little interest in their children’s academics, but expect her to bend over backwards for their children. She mentions when she was teaching full time, she had spent long hours on paperwork that were either redundant or unnecessary. She doesn’t like the thought of teaching close to thirty students in a classroom. She does not like the feeling of not having her students not showing

At this point, mom and I were lost. I had gone to a local doctor, a crazy specialist, and a big hospital doctor, but nothing got me any closer to any answers. My headaches were getting worse and the medication I was on had some unwanted side effects, including dyphasia and paresthesia. I could handle the numb tingling of paresthesia in my hands and feet, but the loss of words dyphasia dished out broke me. Words were the last thing I had. I prided myself on knowing words other people didn 't. People respected me and looked up to me for knowing interesting words and writing well. Now I can 't even remember how to complete a thought in my own head. Writing, reading, speaking:

As The Khushal School for Girls heads toward its closing date Malala decides to take a stand for young girls education and be a voice for her fellow classmates. Malala speaks against the Taliban and finds herself becoming, “the voice of so many others who wanted to speak but couldn’t” (71). Malala shows her courage through volunteering to write a secret diary that could possibly get her killed. Malala inhabits the trait of bravery because she stands for what she believes in and tells reporters that, ” they cannot stop me. I will get my education”(83). Malala can do these daring acts because she had the strength from her support system, her parents. In Part 3 :Finding My Voice Malala speaks on how her mother stood by her always no matter

Aphasia is a language disorder that can be the result of a brain injury. An individual that is suffering from aphasia may experience difficulty speaking, writing, reading, or comprehending. There are three different types of Aphasia that differ in various ways. First, Wernicke’s Aphasia is the inability to grasp the meaning of words and sentences that have been produced by another individual. This type of aphasia is also known as “fluent aphasia” or “receptive aphasia”. Wernicke patients’ speech may come across like a jumble of words or jargon, but it is very well articulated and they have no issue producing their own connected speech. If the patient is consecutively making errors, it is common for them to be unaware of their difficulties, and not realize that their sentences don’t make sense. The severity of the disorder varies depending on the patient, and the disorder results form damage in the left posterior temporal region of the brain, which is also known as Wernicke’s area.

It was thought provoking experience while caring patients with impaired communication which arose many questions to be researched. In general, it is interesting and challenging for nurses to assess, diagnose and care neurologically ill patients due to their different type of issues for example functional, sensory, motor problems one at time or combined together. It was challenging to work with stroke patients who became aphasic after stroke. ‘Aphasia is the loss of the ability to understand or formulate language which is caused by brain

Aphasia affects a person’s ability to communicate because of brain damage. Brain damage can affect comprehension and production (Damasio, 1992). However, a exclusively expressive language interruption, which includes both written and oral language, is known as Broca’s aphasia. The non-fluent speech a client with Broca’s aphasia experiences includes difficulties in the grammatical aspect of language, although language comprehension remains moderately intact (Vandenborre & Mariën, 2014). Due to the current limitation of therapy resources, Speech- Language Pathologists and clients are directly affected by the clinical dilemma. This makes it very difficult to provide the necessary treatment for clients with aphasia. It is believed that advances in technology designed specifically for treatment of aphasia will create opportunities to provide frequent and intensive treatment at a low cost (Palmer, 2015).It is important to remove the barriers that people with aphasia experience in order to reduce the effects of disability and a happy successful life (Hilari, 2011). According to Brandenburg et al 2013, the influence