Communication partner training: re-imagining community and learning

ABSTRACT

Background: Learning is integral to Communication Partner Training (CPT) initiatives. Key theories include experiential learning and adult learning theory. The ways in which these have been applied, however, do not consistently address the needs of people with aphasia and other stakeholders in CPT. Participatory, relational, and collaborative approaches, subsumed within an expansive learning framework, which provides theoretical principles and scope for critical examination of the “who”, “why”, “what”, and “how” of learning have the potential to address these shortcomings.

Aims: The objective of this paper is to critically review experiential and adult learning in CPT, subsequently examining participatory and relational approaches within the framework of expansive learning, using an example from a health-care context.

Main contribution: Expansive learning is described, and its potential application examined through an example of CPT in a healthcare context and critical discussion of the literature.

Conclusions: Expansive learning provides a sound theoretical and practical basis for CPT initiatives across a range of contexts, and enhances our understanding of how to achieve goals of communicative access and social participation.

KEYWORDS:

• Aphasia
• communication partner training
• experiential learning
• participatory approaches
• expansive learning

Acknowledgments

This work was supported by the Danish Council for Independent Research in Humanities under grant number DFF-4180-00046.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Danish Council for Independent Research in Humanities [DFF-4180-00046].