Public School Talk: Strategic Planning and Customer Focus in Public Education Speech-Language Pathology Services: The Experiences of an Educational Service Center

2000 ◽  
Vol 10 (2) ◽  
pp. 6-7
Author(s):  
Lissa Power-deFur ◽  
Sally Disney
Keyword(s):  
Public School ◽  
Public Education ◽  
Strategic Planning ◽  
Customer Focus ◽  
Educational Service ◽  
Service Center ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Educational Service Center

scholarly journals The Young Engineers Project: One Library’s Collaboration to Foster Fun and Literacy

2015 ◽  
Vol 13 (4) ◽  
pp. 20 ◽  
Author(s):  
Shawn D. Walsh ◽  
Melanie A. Little
Keyword(s):  
Teaching And Learning ◽  
Phone Call ◽  
Educational Service ◽  
Service Center ◽  
Lake County ◽  
Educational Service Center

It started with a phone call from Jovette Hiltunen, director of Teaching and Learning at the Lake County Educational Service Center in Painesville, Ohio, in the fall of 2012, and, unfortunately, it appears to have ended when the money ran out from the grant in the summer of 2014. However, it was an amazing experience, and the kids we worked with touched our hearts. We are so proud of our young engineers.

The Need for Speech-Language Pathologists in California Public School Districts

1985 ◽  
Vol 16 (1) ◽  
pp. 34-40 ◽  
Author(s):  
Suzanne Diaz
Keyword(s):  
Public School ◽  
School Districts ◽  
Unmet Needs ◽  
Public School Districts ◽  
Mail Questionnaire ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Qualified Personnel ◽  
Personnel Turnover ◽  
Language Pathology

Forty school districts or 69% of California's counties, responded to a mail questionnaire concerning the need for speech-language pathology personnel in California. About half of the school districts sampled did not need additional speech-language pathology personnel based on their estimate of the number of personnel required. However, when districts were asked to account for failure to provide needed services, only 35% of the districts felt that their needs were met. Forty-seven percent of the school districts sampled had emergency credentialed personnel on their speech-language pathology staffs. Lack of funds and lack of available qualified personnel were cited by administrators as primary reasons for unmet needs for speech-language pathologists. Data concerning the need for bilingual speech-language pathology personnel, turnover, methods of seeking personnel and problems in the delivery of speech/language services are presented.

scholarly journals Promising Practices in E-Supervision: Exploring Graduate Speech-Language Pathology Interns’ Perceptions

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Charles H. Carlin ◽  
Jennifer L. Milam ◽  
Emily L. Carlin ◽  
Ashley Owen
Keyword(s):  
Public School ◽  
School Districts ◽  
Potential Role ◽  
Public School Districts ◽  
Promising Practices ◽  
Speech Language Pathology ◽  
Professional Activities ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Personnel Shortages

E-supervision has a potential role in addressing speech-language personnel shortages in rural and difficult to staff school districts. The purposes of this article are twofold: to determine how e-supervision might support graduate speech-language pathologist (SLP) interns placed in rural, remote, and difficult to staff public school districts; and, to investigate interns’ perceptions of in-person supervision compared to e-supervision. The study used a mixed methodology approach and collected data from surveys, supervision documents and records, and interviews. The results showed the use of e-supervision allowed graduate SLP interns to be adequately supervised across a variety of clients and professional activities in a manner that was similar to in-person supervision. Further, e-supervision was perceived as a more convenient and less stressful supervision format when compared to in-person supervision. Other findings are discussed and implications and limitations provided.

scholarly journals Impacts of Community Characteristics on the Attributes of Public Education

1977 ◽  
Vol 9 (2) ◽  
pp. 37-41
Author(s):  
David L. Debertin
Keyword(s):  
Public School ◽  
Public Education ◽  
Secondary Schools ◽  
School System ◽  
Educational Service ◽  
Community Characteristics ◽  
The Public ◽  
Combined Impact

A public school student is a product of combined influences of the home and his peers, as well as the school. Similarly, the school system within a community represents the combined impact of influence of taxpayers, teachers and administrators. Local elementary and secondary schools cannot operate independently of desires and wishes of residents in the community. This study presents an analysis of linkages between community characteristics and educational service provided by the public school.

Using High Technology to Facilitate Educational Equity in Rural Northeastern Utah Schools

1989 ◽  
Vol 9 (4) ◽  
pp. 33-36 ◽  
Author(s):  
George T. W. Miller
Keyword(s):  
School Districts ◽  
Educational Equity ◽  
Economic Resources ◽  
Educational Service ◽  
Service Center ◽  
Delivery Methods ◽  
Local School ◽  
Cooperative Effort ◽  
Educational Service Center ◽  
Alternative Delivery

The northeastern Utah Telelearning Project began in 1985. A cooperative effort by the Northeastern Utah Educational Service Center, local school districts, and the Area Vocational Center pooled their resources and talents to identify alternative delivery methods for providing education to rural schools separated by geography and economic resources. Computers, telephones, dedicated phone lines, simplex and duplex microwave, and UHF television were used to provide classes to six area schools. These communication tools were shown to be effective methods of delivery when traditional means were no longer available. The planning, implementation, and operation of the telelearning system are examined.

scholarly journals A Presença de um Núcleo de Atendimento Educacional e sua Contribuição para a Atenuação de Dificuldades de Leitura e Escrita / The Presence of an Educational Center and its Contribution to the Attenuation of Difficulties in Reading and Writing

2021 ◽  
Vol 15 (57) ◽  
pp. 647-664
Author(s):  
Silas Baleeiro Borges ◽  
Maria Antonieta Pereira Tigre Almeida
Keyword(s):  
Field Research ◽  
Educational Service ◽  
Service Center ◽  
Reading And Writing ◽  
Qualitative And Quantitative ◽  
Inclusive School ◽  
New Perspective ◽  
Education Network ◽  
The City ◽  
Educational Service Center

Resumo: O presente artigo tem por finalidade a busca por estratégias que possam atenuar os déficits de leitura e escrita da rede municipal de educação no município de Aracatu – Bahia. Os objetivos da pesquisa são: Investigar as etapas de construção de um Núcleo de Atendimento Educacional Especializado no município de Aracatu – Ba; Identificar as práticas educativas de inclusão necessárias a um espaço escolar inclusivo; Analisar práticas positivas que poderão ser usadas para contribuir no bom desempenho em leitura e escrita. A metodologia utilizada foi pesquisa de campo com levantamento de informações de professores e coordenadores que atuam nas escolas no ano de 2021, coletando informações e as transformando em dados qualitativos e quantitativos. Conclui-se que o núcleo será um suporte para que professores e famílias entendam como lidarem com situação de crianças com diagnósticos e a maneira como serão incluídas sob um novo olhar de um espaço escolar inclusivo. Palavras – chave: Atendimento Educacional; Educação; Inclusão; Leitura/Escrita.  Abstract: The purpose of this article is to search for strategies that can attenuate reading and writing deficits in the municipal education network in the city of Aracatu – Bahia. The research objectives are: To investigate the stages of construction of a Specialized Educational Service Center in the city of Aracatu – Ba; Identifying the educational practices of inclusion necessary for an inclusive school space; Analyze positive practices that can be used to contribute to good performance in reading and writing. The methodology used was field research with a survey of information from teachers and coordinators who work in schools in 2021, collecting information and transforming it into qualitative and quantitative data. It is concluded that the nucleus will be a support for teachers and families to understand how to deal with the situation of children with diagnoses and how they will be included under a new perspective of an inclusive school space.Keywords: Educational Service; Education; Inclusion; Reading/Writing.

A Personal Journey: Integrating Mathematics and Service Learning

2001 ◽  
Vol 6 (8) ◽  
pp. 440-446
Author(s):  
Barbara D.O Donnell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Educational Service ◽  
Service Center ◽  
Personal Journey ◽  
Educational Service Center

The NCTM's standards have affected me as a teacher in more ways than I can count. As a teacher of mathematics in the early 1990s, I realized the importance of professional development. My interest was so deep that the local educational service center trained me to teach other teachers about the Standards and their application.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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