Arkansas: Raising Awareness of Educational Audiology

ASHA Leader ◽  
2007 ◽  
Vol 12 (13) ◽  
pp. 30-30
Author(s):  
Donna Fisher Smiley
1994 ◽  
Vol 25 (2) ◽  
pp. 112-114 ◽  
Author(s):  
Henna Grunblatt ◽  
Lisa Daar

A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.


1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.


Author(s):  
Ying-Chiao Tsao

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.


2014 ◽  
Author(s):  
Kim Case ◽  
Jeremy Olivares ◽  
Heather Tolleson ◽  
Jade Divita

2019 ◽  
Vol 3 (6) ◽  

This article is about women and girls and the potential for major changes. I begin with two premises: first, the urethrovaginal gland (UVG) and its secretion, amrita, are critical elements of being a human female; and, second, there is a genetic underpinning to the robustness of UVG activity and its contribution to sexual satisfaction. The anticipation is that, in addition to facilitating women’s sexual satisfaction both through raising awareness and identifying geneticbased pharmaceuticals, we might also modestly enhance medical care and biomedical research endeavors relevant to human female sexual anatomy and physiology. However, there is substantial, almost uniform ignorance, reticence and untoward prejudice among medical professionals-both clinicians and researchers-that has compromised innumerable girls and women. Most important has been the ubiquitous incorrect presumption that the only fluid to pass through-or issue from-the female urethra is urine. The source of the other important urethral effluent, amrita, is the UVG (sometimes known as the Skene gland), but the UVG has most often been considered a fiction, a myth or irrelevant. Thus, its secretion, amrita, has similarly been considered a fiction, myth or irrelevant. Only one venue has openly acknowledged and exploited amrita: the adult movie industry. However, such endorsement predictably added to the rationales for making light of or ignoring this aspect of femininity.


WCET Journal ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 27
Author(s):  
Connie Johnson ◽  
Judy Kelly ◽  
Katrina Jones Heath ◽  
Ashley Palmisano ◽  
Lawrence Jordan III ◽  
...  
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