Knowledge for School SLP Certification

Throughout our posts we’ve identified issues concerning the readiness of SLP graduates to cope with the knowledge demands placed on them to serve special education pupils within the framework of IDEA. One must trace back to academic and clinical preparation requirements and experiences to see whether antecedent preparation is in place. The American Speech-Language Hearing Association is presently soliciting comments on its revised clinical certification standards.  Presently it is not possible to generalize about SLP academic preservice preparation in America. But we can posit the obligatory background knowledge SLPs need in 2011.  Accordingly, we are impressed with the opportunities graduates of the Brooklyn College (New York) have to take on-target coursework in special education supporting modern practice in schools. Every school speech-language pathologist should have the topical experiences described.

Educ 7672T Teaching in Least Restrictive Environments

30 hours plus conference; 3 credits

Strategies to integrate and support students with special needs in least

restrictive environments. System and organizational change theories and

strategies for developing models of inclusive education. Focus on curriculum

and collaborative processes with other professionals including co-teaching,

consultative, and itinerant models. Engagement of family members in

collaborative efforts. Students will implement a consultative/collaborative

project. Field experiences in a variety of school and community settings.Cottage on the sea

Comment

This content, however, might well be in the speech-language pathology curriculum per se, under social  language and learning.  Since 1975 it is central to the role of school practice and not an enrichment content to be taken electively.  Typical university speech and language centers should emphasize the skills needed to implement the knowledge described above.  For example, they should learn evaluation methods which are related to children’s progress in the general curriculum at  school.  All the children who routinely go to on-campus clinics fall under IDEA requirements.  Many have school IEPs and goals to meet related to the general curriculum.

In planning for on-campus experiences students should write lesson plans suitable for IEP uses.  They should collaborate with parents and teachers as they carry out their practicum training lessons.  They should consider recommendations for placement and retention.  They should consider potential mis-evaluations, especially for minority children, and practice prevention of disproportionality.  Those who are heading for hospital service or private practice need the same modern skills taught to them in the college speech and hearing center.  There are children in hospitals and there are children seen privately.

Perhaps the one-size-fits-all curriculum can survive if it does not give priority to the medical model over the educational.  Integration in both directions can level the playing field.

“With more than 100 languages spoken on campus and nearly as many countries 
represented among its student body, Brooklyn College is one of the nation’s most
diverse. According to Diverse, a magazine dedicated to issues of diversity in
higher education, it is one of the top 100.”

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