A Survey of the Extent to Which Speech-Language Pathologists Are Employed in Preschool Programs

This report describes a mail survey of general early childhood educators to determine the extent to which they employ speech-language pathologists. Respondents represented a variety of programs, including Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care. Participants were selected randomly from the nine U.S. Bureau of the Census regions. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents indicated that (a) with the exception of the community preschool/child care programs, a majority of the other program types enrolled children with speech-language impairments; (b) mainstreamed programs were more likely to employ speech-language pathologists than non-mainstreamed programs; (c) the employment of speech-language pathologists was not distributed evenly across the four program types; and (d) more programs enrolled children with speech-language disorders than employed speech-language pathologists, even on a part-time, consultant basis. The implications of these findings for policy and practice are discussed.

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Employment of Related Service Personnel in Preschool Programs: A Survey of General Early Educators

Council review ◽

10.1177/001440299406100104 ◽

1994 ◽

Vol 61 (1) ◽

pp. 25-39 ◽

Cited By ~ 9

Author(s):

Mark Wolery ◽

Martha L. Venn ◽

Ariane Holcombe ◽

Jeffri Brookfield ◽

Catherine G. Martin ◽

...

Keyword(s):

Early Childhood ◽

Child Care ◽

Public School ◽

Head Start ◽

Mail Survey ◽

Education Programs ◽

Service Personnel ◽

Childhood Education ◽

Service Disciplines ◽

Related Service

This report describes a mail survey of general early childhood educators to determine the extent to which representatives from various disciplines, commonly found on early childhood education teams, are employed by general early education programs. Randomly selected respondents were from four types of programs: Head Start, public school prekindergarten, public school kindergarten, and community preschool/child care. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. Respondents indicated that programs that enrolled at least one child with disabilities tended to employ higher percentages of personnel in related service disciplines than did programs with no children with disabilities. Among other results, surveys indicated that relatively few programs reported having sufficient related service personnel to form basic team constellations.

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Defining Family-centered Early Education: Beliefs of Public School, Child Care, and Head Start Teachers

Early Education and Development ◽

10.1207/s15566935eed0301_3 ◽

1992 ◽

Vol 3 (1) ◽

pp. 45-59 ◽

Cited By ~ 20

Author(s):

Christine B. Burton

Keyword(s):

Child Care ◽

Public School ◽

Head Start ◽

School Child ◽

Early Education ◽

Head Start Teachers ◽

Family Centered

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Computer Usage by Speech-Language Pathologists in Public Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1904.423 ◽

1988 ◽

Vol 19 (4) ◽

pp. 423-427 ◽

Cited By ~ 5

Author(s):

Gail Ruppert Houle

Keyword(s):

Public Schools ◽

Public School ◽

Computer Technology ◽

Computer Usage ◽

Attitudes Toward Computers ◽

Speech Language Pathologists ◽

Frequent Users ◽

Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

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Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0303.77 ◽

1994 ◽

Vol 3 (3) ◽

pp. 77-88 ◽

Cited By ~ 25

Author(s):

Celeste Roseberry-McKibbin

Keyword(s):

Public Schools ◽

Limited English Proficiency ◽

English Proficiency ◽

Language Disorders ◽

Speech Language Pathologists ◽

Academic Difficulties ◽

Language Differences ◽

Language Impaired ◽

Number Of Children ◽

Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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Public School Talk: Preparing for Supervisory Roles as School-Based Speech-Language Pathologists

Perspectives on Administration and Supervision ◽

10.1044/aas11.2.12 ◽

2001 ◽

Vol 11 (2) ◽

pp. 12-15

Author(s):

Barbara Moore-Brown

Keyword(s):

Public School ◽

Speech Language Pathologists ◽

School Based

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Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.1.21 ◽

2010 ◽

Vol 19 (1) ◽

pp. 21-28

Author(s):

Kathryn Wishart

Keyword(s):

Child Care ◽

Young Children ◽

High Tech ◽

Speech Language Pathologists ◽

Cultural Backgrounds ◽

Community Based ◽

Multicultural Community ◽

Canadian Perspective ◽

Communication Devices ◽

Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

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