Perspectives on Preparing Graduate Students To Provide Educationally Relevant Services in Schools Working in the schools today requires more than the skills and knowledge for addressing the communication and swallowing disorders that children exhibit. With changes in the way speech-language pathologists (SLPs) perceive themselves and their purpose within their school setting, there must also be changes in the way graduate programs prepare ... Article
Article  |   June 2010
Perspectives on Preparing Graduate Students To Provide Educationally Relevant Services in Schools
Author Affiliations & Notes
  • Debbie Elledge
    Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, OH
  • Emily Hasselbeck
    Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, OH
  • Amy Hobek
    Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, OH
  • Sandra Combs
    Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, OH
  • Lesley Raisor-Becker
    Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, OH
  • Nancy Creaghead
    Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, OH
Article Information
School-Based Settings / Professional Issues & Training / Articles
Article   |   June 2010
Perspectives on Preparing Graduate Students To Provide Educationally Relevant Services in Schools
SIG 16 Perspectives on School-Based Issues, June 2010, Vol. 11, 40-49. doi:10.1044/sbi11.2.40
SIG 16 Perspectives on School-Based Issues, June 2010, Vol. 11, 40-49. doi:10.1044/sbi11.2.40
Abstract

Working in the schools today requires more than the skills and knowledge for addressing the communication and swallowing disorders that children exhibit. With changes in the way speech-language pathologists (SLPs) perceive themselves and their purpose within their school setting, there must also be changes in the way graduate programs prepare the next generation of school-based speech-language pathologists. This paper addresses those critical skills that will enable school-based SLPs to work within and help to create a school culture that embodies (a) flexibility in service delivery; (b) constant attention to promoting children's successful performance within the regular education curriculum; (c) collaboration among professionals, children, and parents; (d) advocacy for the highest quality services to children and the expanding role of the SLP in that effort; and (e) using evidence to support clinical practice. We will also address what university graduate programs can do to support the development of those skills.

Become a SIG Affiliate
Pay Per View
Entire SIG 16 Perspectives on School-Based Issues content & archive
24-hour access
This Issue
24-hour access
This Article
24-hour access
We've Changed Our Publication Model...
The 19 individual SIG Perspectives publications have been relaunched as the new, all-in-one Perspectives of the ASHA Special Interest Groups.