Provide strong customer service to support students, campus community

Anchored by the question of what is needed for community service-learning (CSL) to continue to grow in Canada, this paper proposes three principles for effective campus-community engagement (CCE): 1) communities need to feel ownership of community-campus partnerships; 2) post-secondary institutions need to make the route to engagement clearer and easier to navigate for their communities; and 3) post-secondary institutions need to ensure infrastructure to support students, staff, faculty, and community involved in CCE. Aspiring toward better futures for CSL in this country, the author offers possible solutions for and approaches to CCE based on her observations, reflections, knowledge, and experience as former Director of the Canadian Alliance for Community Service-Learning (CACSL).

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Helping the General Education Team Support Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.82 ◽

2012 ◽

Vol 21 (3) ◽

pp. 82-91 ◽

Cited By ~ 2

Author(s):

Carole Zangari

Keyword(s):

Academic Achievement ◽

General Education ◽

Communication Skills ◽

Communication Systems ◽

General Education Teachers ◽

Practice Opportunities ◽

Support Students ◽

Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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Collaborating to Support Students With Feeding Difficulties

ASHA Leader ◽

10.1044/leader.scm.23052018.30 ◽

2018 ◽

Vol 23 (5) ◽

pp. 30-31 ◽

Cited By ~ 1

Author(s):

April Anderson

Keyword(s):

Feeding Difficulties ◽

Support Students

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Working With Interpreters to Support Students Who Are English Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.15 ◽

2016 ◽

Vol 1 (16) ◽

pp. 15-27 ◽

Cited By ~ 3

Author(s):

Henriette W. Langdon ◽

Terry Irvine Saenz

Keyword(s):

United States ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

The Other ◽

Primary Language ◽

Second Best ◽

Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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