Workload Status of School-Based Speech-Language Pathologists in Texas

2012 ◽  
Vol 13 (4) ◽  
pp. 136-149
Author(s):  
Erika Armstrong ◽  
Ginger White ◽  
Laura Moorer-Cook ◽  
Cindy Gill
Keyword(s):  
Public Schools ◽  
Speech Language Pathologists ◽  
Workload Analysis ◽  
The Public ◽  
Number Of Children ◽  
School Based ◽  
The Status ◽  
Laws And Policies ◽  
Time Expenditures

In 1993, the American Speech-Language-Hearing Association (ASHA) recommended caseloads of 40 for speech-language pathologists (SLPs) practicing in the public schools, a recommendation that was not feasible for most school districts. In addition, new laws and policies substantially increased the paperwork, responsibilities, and time expenditures required of the school-based SLP. ASHA subsequently instigated extensive reviews of the problem and, in 2002, suggested that schools instead use a “workload analysis approach,” considering all of the required activities from prereferral to dismissal, in order to determine the number of children an SLP could appropriately serve. In our study, we attempted to catalog the status of Texas' efforts in using workload considerations. More than 400 school-based respondents indicated the percentages of time they spent fulfilling each professional responsibility at their school. Responses suggest that variation in caseload numbers corresponds to clinician role (SLP vs. supervising SLP vs. SLP Assistant). Most clinicians indicated that they were fairly satisfied with their job; however, many were employed 5 or fewer years in the schools and the average workweek was 48–49 hours. Although it appears that Texas is using workload considerations to some extent, efforts should continue to optimize the quality of treatment for Texas schoolchildren and retention of SLPs in the schools.

Survey of Interdisciplinary Activity between Occupational Therapists and Speech Language Pathologists in the Public Schools

1992 ◽  
Vol 12 (1) ◽  
pp. 35-49
Author(s):  
Sandra Edwards ◽  
John Hanley
Keyword(s):  
Public Schools ◽  
National Survey ◽  
Occupational Therapists ◽  
Medical Setting ◽  
Therapeutic Assessment ◽  
Speech Language Pathologists ◽  
The Public ◽  
Professional Groups ◽  
Quality Of Therapy

A national survey was conducted to study the interdisciplinary activities between occupational therapists and speech language pathologists in the public schools. The purposes of the study were twofold: 1) to determine as much as possible about how, when, and where these professional groups collaborated in their therapeutic assessment intervention and communication, and 2) to determine those perceived barriers to interdisciplinary activity. Analysis of the data from 344 (66%) occupational therapists and 255 (47%) speech language pathologists (n = 528 and n = 545, respectively), revealed amazingly similar responses. This survey of occupational therapists and speech language pathologists in the public schools was done after completing a national survey of the same professional groups working in the medical setting. Results indicated that occupational therapists and speech language pathologists in the public schools engage in interdisciplinary cooperative planning and treatment infrequently, yet they reported these activities to be very valuable. The interdisciplinary activities as reported by 96% of the speech language pathologists and 59% of the occupational therapists are self-instigated as opposed to being facilitated by their job description or by administrative directive. These clinicians expressed positive benefits from interdisciplinary activity because it allows for a broad exchange of information, enhancement of one's education, and improvement in the quality of therapy. The primary factors perceived to limit interdisciplinary activity were similar to those perceived in the medical setting, namely staff shortages, financial constraints, and physical location.

Public School Hearing Conservation in Oregon

1987 ◽  
Vol 18 (3) ◽  
pp. 241-249
Author(s):  
Rodney O. Pelson ◽  
Jill M. Trestik
Keyword(s):  
Public Schools ◽  
Public School ◽  
Elementary Grades ◽  
Hearing Conservation ◽  
The Public ◽  
Program Coordinators ◽  
Number Of Children ◽  
The Status ◽  
Wide Variability ◽  
Language Pathology

This study investigated the status of public school hearing conservation in Oregon following 4 years of school district control. A questionnaire was distributed to 103 program coordinators for all school districts with elementary grades. Results demonstrated that: (a) a large number of children were excluded from program identification and management; (b) there was wide variability across programs; and (c) audiologist participation in hearing conservation was almost nonexistent in the Oregon public schools. Recommendations included the development and implementation of a minimum standard for school hearing conservation programs and the development of a certification credential for audiologists to work in the public schools. It was suggested that the Oregon Department O f Education, the Teacher Standards and Practices Commission, and representatives of the speech-language pathology and audiology community work cooperatively to improve hearing conservation services to Oregon school children.

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

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
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.

scholarly journals Budaya Mutu Dalam Pelayanan Pendidikan

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhammad Basri
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
School Evaluation ◽  
The Public ◽  
School Based ◽  
Process Output ◽  
Fair Wages ◽  
Quality In Education

Educational services in schools is part of the community and the public school. Service quality is a product and or services in accordance with established quality standards and customer satisfaction. Quality in education include the quality of input, process, output, and outcome. Input-grade education when it is ready to proceed otherwise. The process of quality education to create an atmosphere where learning is active, innovative, creative, effective, dan fun. Output otherwise qualified if the learning outcomes of academic and non academic students achieving at least equal to the minimum completeness criteria specified. Outcome graduates expressed significantly faster when absorbed in the world of work, fair wages, all parties acknowledge and satisfied with the intelligence, skill, personality. Government's efforts to service and quality of education is the use of School-Based Management (SBM) is accompanied by the determination of output criteria, processes, and educational input at school. Expected Output school student achievement / school both academic and non academic generated meets the specified criteria. (2) process, ie, among others: the effectiveness of teaching and learning process, schools have the teamwork of a compact, intelligent and dynamic, the school has the authority (autonomy), school evaluation and continuous improvement, (3) input, ie, among other : the school has: policies, goals, and quality objectives are clear, available resources, feasible, and highly dedicated.Pelayanan pendidikan di sekolah adalah bagian dari masyarakat dan sekolah umum. Kualitas layanan adalah produk dan atau jasa sesuai dengan standar kualitas yang ditetapkan dan kepuasan pelanggan. Kualitas dalam pendidikan termasuk kualitas input, proses, output, dan hasil. Input-kelas pendidikan bila sudah siap untuk melanjutkan sebaliknya. Proses pendidikan yang berkualitas untuk menciptakan suasana di mana pembelajaran aktif, inovatif, kreatif, efektif, menyenangkan Dan. Keluaran dinyatakan memenuhi syarat jika hasil belajar siswa akademik dan non akademik mencapai paling tidak sama dengan kriteria kelengkapan minimal yang ditetapkan. Lulusan Hasil mengungkapkan secara signifikan lebih cepat ketika diserap di dunia kerja, upah yang adil, semua pihak mengakui dan puas dengan, keterampilan kepribadian kecerdasan,. Upaya Pemerintah untuk pelayanan dan kualitas pendidikan adalah penggunaan Manajemen Berbasis Sekolah (MBS) disertai dengan penentuan kriteria output, proses, dan input pendidikan di sekolah. Keluaran sekolah diharapkan prestasi siswa / sekolah dihasilkan akademik baik akademis dan non memenuhi kriteria yang ditentukan. (2) proses, yaitu, antara lain: efektivitas proses belajar mengajar, sekolah memiliki teamwork yang kompak, cerdas dan dinamis, sekolah memiliki kewenangan (otonomi), evaluasi sekolah dan perbaikan terus-menerus, (3) input, yaitu, antara lain: sekolah memiliki: kebijakan, tujuan, dan sasaran mutu yang jelas, sumber daya yang tersedia, layak, dan berdedikasi tinggi.

scholarly journals The Madrasa in Indonesia (Authority, Knowledge and Discourse Surrounding its Development)

2020 ◽  
Vol 15 (2) ◽  
pp. 231
Author(s):  
Syamsul Kurniawan ◽  
Muhammad Miftah
Keyword(s):  
Public Schools ◽  
Educational Institution ◽  
Poor Quality ◽  
West Kalimantan ◽  
National Education ◽  
The Public ◽  
Sociological Approach ◽  
The Poor ◽  
National Education System

<p class="06IsiAbstrak"> </p><p class="06IsiAbstrak">The focus of this paper is the madrasa in Indonesia and its development which is examined from the perspective of Michel Foucault regarding their authority, knowledge and discourse.<strong> </strong>The madrasa’s performance, which is still relatively low and unable to compete with public schools or pesantrens (Islamic Boarding Schools), will be examined from this perspective. This paper departs from the study of literature with a historical-sociological approach. The sources of the data come from the literature related to the history and development of madrasas. From Foucoult's perspective, the performance of the madrasa--which in its development shows a decline trend and is of relatively low quality and less competitive compared with general schools or pesantrens-- is closely related to power, knowledge and discourse factors. My argument is supported by the evidence that there is no an established “blueprint” for the supervision and development of madrasas in Indonesia, in contrast to schools or pesantrens. Likewise, the problem of interplay of madrasa policies in the integration of the national education system has put the madrasa in the midst of domination of schools and pesantrens, especially in the midst of society since the appreciation and level of community participation in the madrasa are not very encouraging. In addition, there is an opinion among the public which perceives the madrasa as the second educational institution after schools or pesantrens. This opinion is, of course, supported by empirical data, such as research from Nur Hamzah (2017) and Sukino (2017) which examined the madrasas in West Kalimantan Province, and revealed the poor quality of some madrasas in this area, which in my opinion is the "top of the iceberg" of the madrasa, especially in the outermost, interior and underdeveloped areas of Indonesia.</p>

scholarly journals The Status of Geography in the Public Schools

1916 ◽  
Vol 14 (6) ◽  
pp. 236-238
Author(s):  
P. C. Tonning
Keyword(s):  
Public Schools ◽  
The Public ◽  
The Status

Education

2021 ◽  
pp. 90-113
Author(s):  
Crawford Gribben
Keyword(s):  
Public Schools ◽  
Liberal Arts ◽  
The United States ◽  
Day Schools ◽  
Government Schools ◽  
Home Schools ◽  
The Public ◽  
Number Of Children ◽  
American Children ◽  
The 1960S

Since the 1960s, a growing number of American evangelicals have withdrawn their children from “government schools,” seeking alternative provision either in private Christian day schools or in parentally provided education within the home. Over two million American children are being home educated, and in the last few years, the number of children involved in home education has grown at a rate around twelve times that of the number of students entering public schools. Across the United States, but especially in north Idaho, an increasing number of believers are turning to several varieties of Christian education to dispute the minoritarian and subcultural assumptions of those believers who have conceded to liberal expectations, and to educate a generation of the faithful that will work to reclaim and eventually control the cultural mainstream. The influence of conservative religion on the public school system has never been greater, but in home schools, private schools, and liberal arts colleges, education has become a vital weapon in strategies of survival and resistance in evangelical America.

scholarly journals Fra hjelper til profesjonsutøver - profesjonalisering av tolkeyrket i Norge

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Hanne Kristine Angelshaug
Keyword(s):  
Public Sector ◽  
Native Speaker ◽  
Graduate Degree ◽  
Access To Education ◽  
National Register ◽  
Professional Skills ◽  
The Public ◽  
The Status ◽  
Professional Title

The title “interpreter” is not a professional title in Norway; Norwegian legislation only applies to “sworn interpreters” authorized by the Directorate of Integration and Diversity (IMDi). The interpreter authorization scheme is one of the steps that have been taken to guarantee the quality of the interpreters and their services. Another step has been the creation of the National Register of Interpreters, which provides the public with access to qualified interpreters. However, the register is not flawless and may exclude well-qualified interpreters. The register has five qualification categories with different sets of requirements; the only problem is that the interpreter’s access to the different courses that enables the interpreter to enter the register is limited. This problem could be remedied easily by means of the official exams for the grant of the title ”sworn interpreter”, but regretfully the exams, as well as the necessary courses to advance from category to category in the register, are not available in all language combinations or on a frequent basis. The distinction between an “interpreter” and a “sworn interpreter” may not be the quality, as much as the professional title and having access to education. In this context, the importance of licensing or professionalization linked to the phenomenon of trust becomes evident. The foreign and native speaker have to communicate through an interpreter, they need to trust the interpreter in order to get their message through, but why anyone should do that without a guarantee that the interpreter is qualified is another question. Mainly non-professional interpreters perform interpretation in the public sector and several studies show that the interpreters lack linguistic and professional skills to do their job satisfactory. This problem should not be ignored, but rather properly addressed by establishing a professional graduate degree to ensure the quality of the interpreter and consolidate the status of the interpreter as a professional in the public sector in Norway. However, this is only one side of the problem, it is also necessary to promote and ensure the use of qualified labour in the public sector.

Keeping an eye on the global education industry A conversation with Anna Hogan

2020 ◽  
Vol 102 (2) ◽  
pp. 32-35
Author(s):  
Rafael Heller
Keyword(s):  
Public Schools ◽  
Global Education ◽  
Commercial Activity ◽  
The Public ◽  
Goods And Services ◽  
Education Industry ◽  
University Researcher ◽  
Education Market ◽  
Online Schools

Kappan’s editor talks with Queensland University researcher Anna Hogan about the rapid growth of commercial activity in Australia’s schools and in school systems around the world. Private businesses have always sold textbooks, classroom tools, and other goods and services to public schools, and many teachers are happy to purchase and use them, notes Hogan. However, the biggest corporations in the education market — such as Pearson and Google — have grown so large, and are so eager to promote online schools and automated instruction, that teachers have reason to be concerned about the future of their profession, and the public has reason to worry that the quality of their schools will decline.

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