Article  |   June 2012
Preparing Graduate Students To Carry Out Their Roles and Responsibilities in a School-Based Setting
Author Affiliations
  • SallyAnn Giess
    Communication Sciences and Disorders Program, Chapman University, Orange, CA
  • Kelly Farquharson Schussler
    Department of Special Education and Communication Disorders, University of Nebraska-Lincoln, Lincoln, NE
  • Jennifer Walsh Means
    College of Health Sciences, West Chester University, West Chester, PA
  • Mary Dale Fitzgerald
    Department of Speech Pathology and Audiology, Tennessee State University, Nashville, TN
Article Information
School-Based Settings / Professional Issues & Training
Article   |   June 2012
Preparing Graduate Students To Carry Out Their Roles and Responsibilities in a School-Based Setting
SIG 10 Perspectives on Issues in Higher Education, June 2012, Vol. 15, 11-15. doi:10.1044/ihe15.1.11
SIG 10 Perspectives on Issues in Higher Education, June 2012, Vol. 15, 11-15. doi:10.1044/ihe15.1.11

Today’s school-based speech-language pathologists (SLPs) serve children across a wide range of communicative disorders and perform duties in a variety of service delivery settings. Student learning outcomes in graduate communication sciences and disorders (CSD) preparation programs must reflect these expanding roles of SLPs as they prepare candidates for practice in the schools. Recognizing this challenge, a committee of SLPs in higher education created the University Outreach Committee (UOC) document. This document puts an ASHA practice policy into action by providing learning outcomes, formative assessments, and artifacts that university academic and clinical faculty can use to prepare graduate CSD students for work in schools.

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