Purpose Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic coursework, the clinical practicum in a school setting, and practicum supervisors who serve as key figures in training graduate students. This survey focused on the experiences and opinions of three groups: (a) graduate student clinicians who have completed a school-based practicum, (b) supervisors in the schools, and (c) new school-based SLPs. Method Convenience sampling was used to survey newly practicing school-based SLPs and school-based supervisors as well as graduate student clinicians at universities in the mid-south who have completed a school-based practicum. Surveys were posted to two ASHA Special Interest Groups and disseminated by selected graduate program directors to graduate student clinicians. Results were analyzed to measure satisfaction with preparation for school-based service. Surveys were completed electronically and analyzed both qualitatively and quantitatively for consistent themes and trends in responses. Results A total of 252 respondents completed the survey, the majority being school-based supervisors. Graduate clinicians and speech-language pathology supervisors shared similar attitudes regarding graduate clinician preparation for a school-based practicum, with most students indicating they received good or extensive preparation and, similarly, supervisors indicating that graduate students were adequately or well prepared. Differences were found in expectations between groups of what graduate students should know, skills identified as needing better development, and what is important for successful practice in the schools. Conclusions Many factors contribute to the success of a clinical practicum. While students, supervisors, and new employees share beliefs in what is important and have similar confidence in preparedness, there are differences in expectations between groups as well. Communication between university training programs, school-based supervisors, and dedicated coursework to school-based practice are key factors in the successful preparation of school-based clinicians.
The focus of graduate programs in communication sciences and disorders has changed greatly in the last decade to reflect changes in society in general. Newly formed graduate programs must account for these societal changes as they prepare students for practice in the 21st century. This article will discuss what is expected of new graduates, how teaching philosophies influence course content, and how a new graduate program in communication sciences and disorders came to be.
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Today’s school-based speech-language pathologists (SLPs) serve children across a wide range of communicative disorders and perform duties in a variety of service delivery settings. Student learning outcomes in graduate communication sciences and disorders (CSD) preparation programs must reflect these expanding roles of SLPs as they prepare candidates for practice in the schools. Recognizing this challenge, a committee of SLPs in higher education created the University Outreach Committee (UOC) document. This document puts an ASHA practice policy into action by providing learning outcomes, formative assessments, and artifacts that university academic and clinical faculty can use to prepare graduate CSD students for work in schools.
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