Monthly Archives: March 2013

May 4, 1970: Speech Pathology Student Shot at Kent State

Sandra Lee Scheuer

Sandra Lee Scheuer was killed by the Ohio National Guard as she returned to her dormitory shortly after noon on May 4, 1970. At 10:00 a.m. she attended her “Language Acquisition and Behavior”  class taught by assistant professor Dr. John M. Panagos, and stayed in the Speech and Hearing Clinic in the Music-Speech Building until leaving to return to her dormitory.

” She was shot through the throat with an M-1 rifle from a distance of 130 yards (119 m) while walking between classes and died within five or six minutes from loss of blood. According to the account of Bruce Burkland, a close family friend, Scheuer “was walking with one of her speech and hearing therapy students across the green. Neither Sandra nor the young man had anything to do with the assembly of students on the green.”[1]” (Wikipedia)

Sandra was a respected student and well liked, a credit to her chosen field of speech-language pathology.


ASHA Board of Directors and School Common Core State Standards?

We now see enthusiastic  articles directed at school SLPs to get on board with Common Core Standards now being adopted for schools across the U. S.

Barbara J. Ehren, Jean Blosser, Froma P. Roth, Diane R. Paul and Nickola W. Nelson in their article,  ask, “Are you ready for the Common Core State Standards?

The answer is YES and the answer is NO!
Yes, if you are a practicing school SLP who has been dealing with standards for years.  Speech and language intervention is easily related to academic standard by way of pro forma minimal entries on IEP forms.  Before No Child Left Behind standards were in place SLPs were following standards.   As to collaboration, it has been a legal requirement since  1975.
No, if you are a student just graduating and think your MA degree covers standards.  Academic programs do not include sufficient curricular information to cover important school topics.  Recent graduates are left on their own to educate themselves.  Collaboration is treated as a token topic.
According to ASHA, the Board of Directors represent school SLPs:

“The Board of Directors is the single governing body of the Association and actively promotes the objectives of the Association, operating in accordance with and administering and implementing the programs and policies established by the Bylaws and by the Board of Directors. Members of the Board of Directors are elected to serve by and are accountable to the members of the Association. Members can use a special formto contact the Board of Directors.”

We predict the Board of Directors will do nothing about this important trend in education to make sure academic centers are preparing SLPs appropriately.

In so many areas of school support ASHA administrators engage in magical thinking — getting the word out to the membership is sufficient to solve the problem.  Five years of work are needed to change over academic programs to support school SLP graduates.  How in the world is the over use of pull-out intervention going to change by simply pointing out the problem?

“For the book, see Magical Thinking (book).

Magical thinking is thinking that one’s thoughts by themselves can bring about effects in the world or that thinking something corresponds with doing it.[1] It is a type of causal reasoning or causal fallacy that looks for meaningful relationships of grouped phenomena between acts and events. In religionfolk religion, and superstition, the correlation posited is between religious ritual, such as prayersacrifice, or the observance of a taboo, and an expected benefit or recompense. ”  Wikipedia

Common Core

ASHA should do more than just explicate core standards.  Consider two sides of the debate described by Amanda Paulson of the Christian Science Monitor (May 15, 2013):

“In a crowded field of major K-12 education reforms, the shift to new, common standards is one of the biggest. Depending on whom you talk to, it’s the most promising education reform in decades – an opportunity for teachers to delve more deeply into material and focus on critical-thinking skills and comprehension. Or, it’s yet another reform that’s being pushed through too quickly, paired with too many high-stakes consequences, and it will further drive teachers from the classroom and discourage kids.”