Technology To Support Data Collection and Management in the Public Schools

2013 ◽  
Vol 14 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
Speech Language Pathology ◽  
The Public ◽  
Educational Rights ◽  
Privacy Act ◽  
Language Pathology ◽  
Education Act ◽  
Privacy And Confidentiality ◽  
Collection And Management

Abstract With the demands of paperwork in the field of speech-language pathology, school professionals are looking to technology to become more efficient. The Individuals with Disabilities Education Act (2004) requires that experts collect data for a variety of purposes, while the Family Educational Rights and Privacy Act (FERPA) and Children's Online Privacy Protection Act (COPPA) provide protection of privacy and confidentiality. Speech-language pathologists are considering mobile- and tablet-based applications (apps) for data collection and management because these devices are portable, affordable, and available. In this article, I will explore considerations and resources for app selection related to data collection and management.

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.

scholarly journals The Time Has Come for Speech-Language Pathology License Portability!

2011 ◽  
Vol 3 (2) ◽  
pp. 27-30
Author(s):  
Melissa Jakubowitz
Keyword(s):  
Public Schools ◽  
Private Practice ◽  
Language Disorders ◽  
Vice President ◽  
Speech Language Pathology ◽  
Past President ◽  
The Public ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Managerial Experience

This Letter to the Editor on the topic of speech-language pathology license portability for telepractice, was authored by Melissa Jakubowitz M.A. CCC-SLP, Vice President of SLP Services at PresenceLearning. A speech-language pathologist with over 20 years of clinical and managerial experience, Ms. Jakubowitz is a Board Recognized Specialist in Child Language. Ms. Jakubowitz began her career working in the public schools and has also operated a successful, multi-office private practice.  She is a past Director of the Scottish Rite Institute for Childhood Language Disorders in Stockton, CA. Jakubowitz is also a past-president of the California Speech-Language-Hearing Association, which, with over 5,000 SLP members, is one of the largest speech-language pathologist state associations in the country. Active in the American Speech-Language-Hearing Association (ASHA), Ms. Jakubowitz served as a Legislative Counselor for 12 years.

Speech-Language Pathology Assistants Current State of Affairs

2009 ◽  
Vol 10 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Lemmietta McNeilly
Keyword(s):  
United States ◽  
Public Schools ◽  
The United States ◽  
Speech Language Pathology ◽  
The Public ◽  
School Based ◽  
Current State ◽  
Language Pathology ◽  
Educational Requirements ◽  
State Of Affairs

Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Identification and Remediation of At-Risk Student Clinicians in Audiology and Speech-Language Pathology

2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones
Keyword(s):  
At Risk ◽  
Training Programs ◽  
Professional Services ◽  
Speech Language Pathology ◽  
High Quality ◽  
The Public ◽  
Language Pathology ◽  
Remediation Plan ◽  
University Training ◽  
At Risk Student

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

scholarly journals Analysis of the expansion of supply and demand of Speech-Language Pathology/Audiology courses in Brazil between 1994 and 2014

Revista CEFAC ◽  
2018 ◽  
Vol 20 (4) ◽  
pp. 484-492
Author(s):  
Keiner Oliveira Moraes ◽  
Urssula Aparecida Santos Leal Ribeiro ◽  
Renata Maria Moraes Moreira Furlan ◽  
Raphael Augusto Teixeira de Aguiar
Keyword(s):  
Supply And Demand ◽  
Progressive Increase ◽  
Indicator System ◽  
First Year ◽  
Private Institutions ◽  
Speech Language Pathology ◽  
The Public ◽  
Historical Series ◽  
Legal Nature ◽  
Language Pathology

ABSTRACT Objective: to analyze the offer of courses, vacancies, number of first year and final year students in Speech-Language Pathology/Audiology in Brazil between 1994 and 2014, as well as the number of applicants per vacancy and the ratio of final year students to million inhabitants. Methods: search on the platform of the Sistema de Indicadores das Graduações em Saúde (SIGRAS - Health Under-graduation Indicator System) to obtain the number of courses, vacancies and first and final year students. From these data, the ratios of applicants to vacancy and of final-year students to million inhabitants were calculated, considering the demographic census. The data were analyzed according to the region of Brazil and to the legal nature of the institution. Results: the number of courses, vacancies, first and final year students was higher in the Southeast region and in private institutions in all historical series. Since 2008, there has been a decrease in the number of courses and vacancies in the Southeast and a progressive increase in the Northeast and in the South of the country. The Northeast presented the largest ratio of applicants to vacancy in the historical series. There was an increase in the number of final year students per million inhabitants in the first decade analyzed, followed by a decrease. Conclusion: regional inequality in the distribution of Speech-Language Pathology/Audiology courses in Brazil, greater participation of the private sector and a progressive increase of the public sector are verified.

scholarly journals The role of Integrated Islamic Education in Enhancing Access to Formal Education in Kenya

2015 ◽  
Vol 3 (1) ◽  
pp. 40-50
Author(s):  
Adan Saman Sheikh
Keyword(s):  
Public Schools ◽  
Formal Education ◽  
Minority Groups ◽  
Field Research ◽  
Islamic Education ◽  
East African Coast ◽  
The Public ◽  
Muslim Children ◽  
Secular Schools ◽  
Education Act

Muslim children in Kenya attend several educational institutions including Qur’anic schools, Madrasa and secular public schools. Those who attend all the three tracks usually begin their lessons in Qur’anic schools at about 4.00 a.m. and move on to the secular public schools between 7.OO a.m. and 4.00 p.m. From the public secular schools, they again move on to Madrasa classes from 4.30 p.m. to about 6.00 p.m. Many of these children have ended up dropping out of either Madrasa or public secular schools due to the distances between these institutions and the curriculum overload involved. This state of affairs has meant that children are missing out either on Islamic education or on the free secular public education. In the last two decades, Kenya has witnessed a new type of institution that combines Islamic religious subjects and the public secular education curriculum. Though these schools are purely private initiatives requiring some form of fee payment, Muslims in Kenya have fully embraced them. This paper argues that the Islamic integrated schools can be an alternative avenue of education for Muslim children since they combine the best of both the Islamic and secular public systems. It traces Islamic education in the different historical epochs, beginning with the arrival of Islam on the shores of the East African coast to the present, with the establishment of the first integrated school in the mid 1990’s. The success of this type of schooling is attested to by the government’s adoption of integration in its 2012 Education Act, as one of the strategies for increasing access to education for Muslims and other minority groups. The paper draws upon field research carried out between April and July 2012 in Garissa County. The study utilized interviews, observation and document reviews to gather data on the popularity of this type of schooling and the challenges they face in combining two different curricula under one roof.   Abstrak:     Kanak-kanak Islam di Kenya menghadiri beberapa institusi pendidikan termasuk sekolah-sekolah Al-Quran, Madrasah dan sekolah-sekolah awam yang sekular. Mereka yang menghadiri kesemua institusi ini biasanya memulakan pelajaran mereka di sekolah Al-Quran pada kira-kira jam 4.00 pagi dan bergerak ke sekolah sekular awam jam 7.00 pagi hingga 4.00 petang. Dari sekolah sekular awam, mereka berpindah pula ke kelas Madrasah dari 4.30 petang hingga kira-kira 6.00 petang. Ramai di antara kanak-kanak ini akhirnya tercicir daripada Madrasah atau sekolah awam yang sekular disebabkan jauhnya jarak di antara institusi-institusi ini dan kurikulum yang terlalu sarat. Keadaan ini bermakna bahawa kanak-kanak akan kehilangan salah satu pendidikan Islam atau pendidikan awam sekular yang percuma. Dalam dua dekad yang lalu, Kenya telah menyaksikan sejenis institusi baru yang menggabungkan mata pelajaran agama Islam dan kurikulum pendidikan sekular awam. Walaupun sekolah ini adalah inisiatif peribadi yang memerlukan beberapa bentuk pembayaran yuran, umat Islam di Kenya telah menerimanya dengan sepenuh hati. Kertas ini berhujah bahawa sekolah-sekolah bersepadu Islam boleh menjadi satu saluran alternatif pendidikan untuk kanak-kanak Islam kerana mereka menggabungkan yang terbaik daripada kedua-dua sistem Islam dan sekular. Ia menjejaki perkembangan pendidikan Islam di era sejarah yang berbeza, bermula dengan ketibaan Islam di pinggir pantai sebelah Timur Afrika, dengan penubuhan sekolah bersepadu yang pertama di pertengahan tahun 1990an. Kejayaan sekolah jenis ini telah diakui oleh kerajaan yang menggunapakai integrasi dalam Akta Pendidikan 2012, sebagai salah satu strategi bagi meningkatkan akses kepada pendidikan di kalangan umat Islam dan kumpulan minoriti yang lain. Kajian yang berasaskan kajian di lapangan ini telah dijalankan antara April dan Julai 2012 di Garissa County. Kajian ini telah menggunakan temu bual, pemerhatian dan analisis dokumen untuk mengumpul data tentang populariti persekolahan jenis ini dan cabaran-cabaran yang dihadapi dalam menggabungkan dua kurikulum yang berbeza di bawah satu bumbung.  

Preparing Alaskan Speech-Language Pathology Graduates for School-Based Employment

2010 ◽  
Vol 11 (2) ◽  
pp. 56-59
Author(s):  
Laura Young-Campbell ◽  
Ellen Brigham
Keyword(s):  
Public Schools ◽  
Graduate Program ◽  
Speech Language Pathology ◽  
School Based ◽  
University Of Alaska Anchorage ◽  
Language Pathology ◽  
The University ◽  
East Carolina University ◽  
Collaborative Training ◽  
Significant Shortage

Abstract Alaska, like the rest of the nation, has been experiencing a significant shortage of speech-language pathologists (SLPs). This shortage has been acutely felt in Alaska's public schools. Without an in-state graduate program, Alaska is unable to produce a qualified pool of candidates to fill SLP positions. This article will discuss a collaborative training program between the University of Alaska Anchorage and East Carolina University designed to address the SLP shortage in Alaska schools.

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