The profession of speech and language therapy in Lithuania: development and current issues
| Date | Start Page | End Page |
|---|---|---|
2024 | 1 | 1 |
Background. The profession of Speech and Language Therapy (SLT) in Lithuania has evolved uniquely within the historical context and system of SLT service provision in both educational and healthcare settings. Key influences on the profession's growth include the Lithuanian professional association of speech and language therapists (LLA) and the perspectives provided by the European Speech and Language Therapy Association (ESLA). SLT as a profession is internationally recognized to encompass various disciplines, including education, linguistics, psychology, and biomedical sciences (ASHA, 2007; ESLA, 2019). Despite this, interdisciplinarity, the distinct traditions of SLT education and professional regulation in Lithuania pose challenges in defining the profession as a unified entity across health and education sectors. This presentation aims to provide an overview of the development of the SLT profession in Lithuania within the broader contexts of European and Baltic countries. It emphasizes current policies, education systems, and professional practice issues. Methods. To achieve this overview, an analysis of (inter)national documents and theoretical sources related to the regulation, practice, and education of the SLT profession was conducted. Results. The regulation of the speech and language therapy (SLT) profession in Lithuania is governed by the Health Care and Education, Science and Sports Ministries. These ministries independently document the definitions, competencies, and requirements for speech and language therapists in education settings and clinical speech and language therapists in health care settings. In Lithuania, policymakers have decided to prepare clinical SLTs, who work in health care settings, through a master's studies training model. While this regulatory framework does not perfectly align with international standards, it represents a significant step forward in advancing the profession towards these standards. This approach considers the historical and service provision contexts specific to all Baltic countries. A key aspect of this model is the emphasis on interdisciplinary competencies in the education of (clinical) speech and language therapists. Conclusions. The SLT profession in Lithuania has made significant strides, influenced by both national developments and European perspectives. However, challenges remain in harmonizing educational traditions and professional regulations to define a unified professional identity. Continued adherence to international standards will be key to advancing the profession and enhancing the quality of SLT services in Lithuania.