Dr Gwendalyn Webb
Lecturer
School of Health Sciences
- Email:gwendalyn.webb@newcastle.edu.au
- Phone:(02) 49215694
Supporting children’s communication development
Speech pathologist Dr Gwendalyn Webb is doing research that empowers parents, carers and communities to better support young children’s communications development in the early years before school.
With over 20 years clinical experience working as a Speech Pathologist, Dr Gwendalyn Webb’s research is grounded in clinical practice. Her research focus lies in helping families to support their children’s early communication skills so that they start school ready to learn.
“We know that early intervention for speech pathology issues in the preschool years is incredibly effective in improving children’s trajectory long term,” Dr Webb said. “Children’s early language and communication opportunities impact on their later literacy, academic pathways and later life opportunities.”
Dr Webb has a special interest in supporting children from both disadvantaged and culturally diverse backgrounds and those with disabilities to develop their communication skills.
“Often these children are from marginalised communities and there are many risk factors that can affect their communication development. As such, I work closely with other allied health professionals in a coordinated approach to ensure long term effective progress for the children,” Dr Webb said.
Early intervention for Indigenous children’s speech development
Working with Indigenous children through local playgroups is one of Webb’s recent projects which came about after consultations with local Aboriginal medical and early childhood services revealed a need for proactive education of families to prevent later communication difficulties in Aboriginal children.
“Australian Aboriginal children are at increased risk of language and literacy delays compared to their non-Aboriginal peers. This project aims to provide families and carers of Aboriginal infants, who attend the local Aboriginal community controlled play group, with stimulation strategies to support their children’s early communication and language development.”
The project creates an on-going and sustainable impact by building the capacity of the playgroup staff and carers to carry on sharing the communication strategies with parents once the project is complete.
“I love witnessing people becoming empowered to take control and make decisions that support children’s learning and opportunities. Making the connections and building relationships with families and carers is the most fulfilling part of the work for me.
Seeing the impact of my work in terms of how the educators are taking on their roles and providing the kids with what they need is also very motivating,” Webb commented.
Webb says that early intervention underpins development in the areas of social-emotional, interaction and communication skills and other domains and these skills are relevant for children’s success at school and later in life.
“What’s unique about Indigenous children is they are growing up in circumstances where they are often learning two or more languages or dialects, and they need to learn how to use them in the relevant context.”
“They need to learn the language of their home community so they can be included and develop strong cultural connections and they also learn the language of the mainstream context so they can achieve at school. Cultural context needs to be considered because Aboriginal children might commence school using different ways of communicating,” she said.
“Adjusting to the culture of the school classroom can take some time because the children may have had less exposure to mainstream educational settings. It can take them a little while to learn how to communicate at school. Often for those starting school that’s a whole lot of new learning and also at the same time they’re expected to be learning curriculum content, so there’s an extra layer of learning for this group that is not always acknowledged,” Webb observed.
The effect of cultural match on communication
Dr Webb has also looked into children’s interactions with educators who were of the same or different culture from that of the children. The research investigated the effect of cultural context on the children’s communication and the quality of their interactions in one preschool.
Aboriginal and non-Aboriginal educators were video-recorded interacting with Aboriginal and non-Aboriginal children in an early childhood education and care setting. The interactions between the children and their educators were categorised according to whether the culture of the educator matched that of the child (cultural match), or not (cultural non-match).
Webb analysed the children’s communication across a variety of linguistic measures.
“We found that if the children’s culture matched that of their educator they had increased lexical density, which means they were using a greater variety of word roots, and exploring more vocabulary in these interactions,” she said.
“We know if children have well developed language prior to starting school this has a positive impact on their learning and they tend to acquire literacy skills more easily if they start with strong skills in language and vocabulary. We can use the findings from this research to maximise children’s opportunities at a preschool level to develop their communications skills so they start school ready to learn.”
The following journal article resulted from the project. ‘Interactions between children and their early childhood educators: The effect of cultural match on communication’.
Supporting children’s communication development
Speech pathologist Dr Gwendalyn Webb is doing research that empowers parents, carers and communities to better support young children’s communications development in the early years before school.
Career Summary
Biography
Gwendalyn is a Certified Practicing Speech Pathologist and a lecturer in the Bachelor of Speech Pathology (Honours) program at the University of Newcastle. Gwendalyn has many years of clinical experience working across the range of practice areas in speech pathology. Her PhD explored the dialect of Australian Aboriginal preschool children in the local area and she has an ongoing interest in working with Aboriginal and Torres Strait Islander children and families. Gwendalyn's research interests extend to exploring speech pathology scope of practice across a variety of areas including inter-cultural communication and inter-disciplinary management of children with disability.
Qualifications
- Doctor of Philosophy, Curtin University
- Master of Arts (Linguistics), University of Newcastle
- Bachelor of Applied Science (Speech Pathology), University of Sydney
Keywords
- Australian Aboriginal
- disability
- early childhood
- intercultural communication
- speech pathology
Fields of Research
Code | Description | Percentage |
---|---|---|
420110 | Speech pathology | 80 |
420108 | Prosthetics and orthotics | 20 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Lecturer | University of Newcastle School of Humanities and Social Science Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Journal article (18 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Shortland H-AL, Webb G, Vertigan AE, Hewat S, 'The use of a myofunctional device in an aged care population for oral care and swallowing: A feasibility study', International Journal of Orofacial Myology and Myofunctional Therapy, 49 1-13 [C1]
|
Nova | |||||||||
2023 |
Webb G, Gordon B, 'Embedding speech pathology in an Aboriginal community-controlled playgroup: Perceptions from the community', Australian Journal of Indigenous Education, 52 (2023) [C1] Colonisation in Australia has had long-term, pervasive, detrimental impacts on Indigenous Australians. When measured by national benchmarks, Indigenous children in Australia are c... [more] Colonisation in Australia has had long-term, pervasive, detrimental impacts on Indigenous Australians. When measured by national benchmarks, Indigenous children in Australia are currently at increased risk of developmental difficulties in comparison to their non-Indigenous peers. Community-led initiatives, such as playgroups, can provide safe and developmentally stimulating environments for Indigenous infants and young children, and deliver lasting benefits. These contexts also provide opportunities for collaborative approaches to develop children¿s early communication skills. A participatory action research approach was applied to explore the parent/carer perspectives about incorporating speech pathology into an existing community-led Aboriginal playgroup in an urban context. The speech pathology service took the form of information sharing sessions between the speech pathologist and the playgroup members. Collaborative planning and implementation of the project was followed by discussion among the participants and co-researchers about the cultural safety and helpfulness of the speech pathology service. The complexity of incorporating services delivered by non-Indigenous people in an Aboriginal community-controlled playgroup was acknowledged. The information sharing sessions were regarded as helpful and acceptable by the community. However, in the planning and implementation of the service, cultural and community needs must be considered as a precedent and priority to ensure a culturally safe and strong environment.
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Nova | |||||||||
2023 |
McPherson A, Webb G, Miniscalco C, Flynn T, 'Language and quality of life in Swedish children with mild hearing loss', DEAFNESS & EDUCATION INTERNATIONAL, 25 309-326 (2023) [C1]
|
Nova | |||||||||
2022 |
Taylor A, Brosnan C, Webb G, 'Equity in the Classroom and the Clinic: Understanding the Role of Sociology in Health Professional Education', Teaching Sociology, 50 155-167 (2022) [C1] Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the soci... [more] Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the social context of health and illness, and the social determinants of health. Engaging these students in sociological thinking can be challenging because of their diverse social locations and their identification with their future profession, which may emphasize clinical competence over broader reflective skills. In this conversation piece, we encourage critical reflection on the assumptions that underpin the teaching of sociology to aspiring health professionals. Through case studies of nursing, medicine, and speech-language pathology, we consider differences in the social locations of students and how sociological ideas are received by these professions. We argue that sociology teachers can assist health professions students to gain more from sociology by understanding these student cohorts and by reflexively considering power relations between teachers and students and between disciplines and professions.
|
Nova | |||||||||
2022 |
Pallas P, Roberts R, Webb G, Walters J, Agllias K, 'The experiences of Indigenous students on placement: A scoping review', Australian Social Work, 75 385-400 (2022) [C1]
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Nova | |||||||||
2022 |
Skeat J, Bampoe JO, Booth S, Brogan E, Conway M, Davenport R, et al., 'Speaking of Online Learning: Alternative Practice-Based Learning Experiences for Speech Pathologists in Australia, Ghana and Hong Kong', International Journal of Practice-Based Learning in Health and Social Care, 10 1-10 (2022) [C1] Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that s... [more] Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances. The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses; flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities.
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Nova | |||||||||
2022 |
Shortland H-AL, Webb G, Vertigan AE, Hewat S, 'Speech-Language Pathologists' Use of Myofunctional Devices in Therapy Programs', Perspectives of the ASHA Special Interest Groups, 7 2012-2026 (2022) [C1]
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Nova | |||||||||
2022 |
Webb G, 'Cultural connections in early childhood: Learning through conversations between educators and children', Australian Journal of Indigenous Education, 51 (2022) [C1] This research aimed to explore the conversations between Aboriginal children and their educators in early childhood contexts. The research particularly focused on the relevance of... [more] This research aimed to explore the conversations between Aboriginal children and their educators in early childhood contexts. The research particularly focused on the relevance of these conversations for developing children¿s identity. Participants were Aboriginal and non-Aboriginal children and educators, who participated in conversations in early childhood education and care (ECEC) contexts. Qualitative analysis of 26 interactions was conducted using an Indigenist approach. Analysis revealed a broad range of topics that were discussed in the interactions, with an overarching theme of social interaction and communication. Within this umbrella theme, educators focused on skill development and scaffolding children¿s interactions and communication. This research highlights how educators in the ECEC context focus on developing children¿s identity and skills through social interactions. Aboriginal educators integrated their cultural knowledge and experiences to develop Aboriginal children¿s skills and scaffold their communication, in preparation for transition into a mainstream formal education system.
|
Nova | |||||||||
2021 |
Shortland H-AL, Hewat S, Vertigan A, Webb G, 'Orofacial Myofunctional Therapy and Myofunctional Devices Used in Speech Pathology Treatment: A Systematic Quantitative Review of the Literature', AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY, 30 301-317 (2021) [C1]
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Nova | |||||||||
2021 |
Webb G, Williams C, 'A description of young children's use of Australian Aboriginal English dialect in a regional area', INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY, 23 38-47 (2021) [C1]
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Nova | |||||||||
2019 |
Webb G, Williams C, 'Interactions between children and their early childhood educators: The effect of cultural match on communication', Australasian Journal of Early Childhood, 44 48-62 (2019) [C1]
|
Nova | |||||||||
2018 |
Webb GL, Williams CJ, 'Factors affecting language and literacy development in Australian Aboriginal children: Considering dialect, culture and health', Journal of Early Childhood Research, 16 104-116 (2018) [C1] Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that i... [more] Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that impact Aboriginal children¿s early language and literacy development. Poor health and historically negative socio-political factors are known influences on Aboriginal children¿s participation and achievement in education. Cultural and dialectal differences are also considered in this article for the effect these variables may have on children¿s learning, in terms of both the child¿s ability to code-shift between dialects and the development of the educator¿child relationship. The importance of this relationship is discussed, partly because of the valuable communicative interactions that are involved. These educator¿child interactions allow children an opportunity to extend their oral language skills, which are essential precursors to literacy development. This discussion concludes with some suggestions for further research.
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Nova | |||||||||
2017 |
Webb GL, Hewat S, Walters J, Wenger T, Laurence A, 'NUSpeech A model for international clinical placements in speech-language pathology.', Journal of Clinical Practice in Speech-Language, 19 157-162 (2017) [C1]
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Nova | |||||||||
2017 | Webb GL, Williams C, 'Educators and carers perceptions of Aboriginal children s communication and emergent literacy development.', Journal of Clinical Practice in Speech-Language Pathology, 19 35-39 (2017) [C1] | Nova | |||||||||
2015 |
Mathisen B, Carey LB, Carey-Sargeant CL, Webb G, Millar C, Krikheli L, 'Religion, Spirituality and Speech-Language Pathology: A Viewpoint for Ensuring Patient-Centred Holistic Care', Journal of Religion and Health, 54 2309-2323 (2015) [C1]
|
Nova | |||||||||
Show 15 more journal articles |
Conference (18 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2020 |
Harland A, Walters J, Webb G, 'Parent/carer perceptions about the speech pathology management of their child with Autism Spectrum Disorder.', Darwin (2020)
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2019 | Webb G, 'Evidence based practice for Early Intervention with Australian Aboriginal children and families.', Evidence based practice for Early Intervention with Australian Aboriginal children and families., Sydney, Australia (2019) | ||||
2019 | Webb G, Williams C, Beckett E, 'Engaging in research with Aboriginal and Torres Strait Islander people: the back story.', Brisbane, Australia (2019) | ||||
2004 | Webb GL, 'Which Language are you Speaking: Jargon and Terminology in Teaching and Speech Pathology', 2004 IALP Congress Proceedings, Brisbane Convention & Exhibition Centre, QLD (2004) [E1] | ||||
Show 15 more conferences |
Grants and Funding
Summary
Number of grants | 8 |
---|---|
Total funding | $31,655 |
Click on a grant title below to expand the full details for that specific grant.
20211 grants / $2,475
Research Output Scheme Funding$2,475
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Project Team | Gwendalyn Webb |
Scheme | 2021 CHSF Research Output Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20203 grants / $7,903
Exploring current and recent Aboriginal and Torres Strait Islander students' experiences on clinical placement in social work and speech pathology$5,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Gwendalyn Webb (Lead), Mr Phillip Pallas, Ms Joanne Walters and Miss Rhyann Roberts |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Speech Pathology Australia National Conference, Darwin, 24 - 27 May 2020$1,490
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
2020 FEDUA 'Finish that Output' scheme funding$1,413
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr G Webb (Lead); S Laird; J Tighe. |
Scheme | FEDUA 'Finish that Output' scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $15,410
Developing the speech pathology research network through measuring and building impact, and engagement capacity in the University of Newcastle's speech pathology clinics$14,725
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | Dr Rachael Unicomb (Lead), Dr Joanne Walters, Dr Sally Hewat, Dr Elizabeth Spencer, Dr Gwendalyn Webb |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
International Society of Early Intervention, Sydney, 25-28 June, 2019$685
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20182 grants / $5,867
Faculty of Education and Arts New Start Grant$5,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | New Start Grants |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Early Childhood Australia National Conference, Sydney, 19 - 22 September, 2018$867
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2022 | PhD | The Experiences of Aboriginal Families Caring for Children with Disabilities | PhD (Speech Pathology), College of Health, Medicine and Wellbeing, The University of Newcastle | Principal Supervisor |
2022 | PhD | Operationalising Collaborative Approaches with Children & Families in Speech Pathology | PhD (Speech Pathology), College of Health, Medicine and Wellbeing, The University of Newcastle | Principal Supervisor |
2022 | PhD | Vocabulary Development in Young Children at Risk for Autism Spectrum Disorder (ASD) | PhD (Speech Pathology), College of Health, Medicine and Wellbeing, The University of Newcastle | Principal Supervisor |
2022 | PhD | Impact of Cross-Cultural Telementoring in Speech Pathology for Majority World Countries | PhD (Speech Pathology), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2022 | Masters | Augmentative and alternative communication (AAC) intervention to enhance socio-communication skills for children with 22q11.2 deletion syndrome | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | Masters | Comparing the Utility and Effectiveness of Three Distinct Pedagogical Approaches for Developing Fundamental Movement Skills (FMS) In Children; Bothmer Gymnastics, Linear, and a Games Centred Approach (GCA) for Fundamental Movement Skill Acquisition and Improving Cognitive Outcomes in Children | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Impact of Aboriginal English on Teacher Experience and Student Achievement in Secondary Science Classes | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | The Use of Myofunctional Therapy and Devices in Speech, Breathing and Swallowing | PhD (Speech Pathology), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
Dr Gwendalyn Webb
Position
Lecturer
Speech Pathology
School of Health Sciences
College of Health, Medicine and Wellbeing
Contact Details
gwendalyn.webb@newcastle.edu.au | |
Phone | (02) 49215694 |
Office
Room | ICT-370 |
---|---|
Building | ICT Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |