SRO. Preface. On behalf of the SRO-Speech and Language Therapy Departments in the Netherlands B. Leijenaar President SRO March 2005

Transcription

1 Preface We proudly present the educational institute profile Compass to our readers. The educational institute profile Compass (Competency Profile Speech and Language Therapy Student) has been created in close collaboration with the Speech and Language Therapy Educational Institutes in the Netherlands, the Work Field Advice Commissions of the speech and language therapy institutes and the Dutch Society for Speech and Language Therapy and Phonetics (NVLF). The educational institute profile was specified by the HBO-Council on the 12 th of November In doing this the HBO-Council expressed her appreciation for the manner in which the profile was created en the manner in which it has been described: with dynamic that is suitable for a competency-aimed learning environment. We hope that this document may be a true compass for speech and language therapy students in the context of learning, reflecting and working. On behalf of the SRO-Speech and Language Therapy Departments in the Netherlands B. Leijenaar President SRO March 2005 N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 3

2 Project Description The actualised profession profile was published in It has been decided to no longer uphold the current enumeration of the various tasks the speech and language therapists perform in this profile. Instead it has been decided to produce a summery of both the central and sub competencies that enable the speech and language therapist to function optimally in various areas of the profession and contexts. In the spring of 2003 the conversion of the profession profile to a national competency profile for students commenced. In February 2004 this process resulted in Compass: Competency Profile Speech and Language Therapy Student. All the speech and language therapy educational institutes in the Netherlands support this competency profile. The converting of the profession profile to a national competency profile for students was commissioned by the SRO-L(Association of Speech and Language therapy Educational institutes Netherlands). Two external agencies, BaumGarten Advies and Bureau Onderwijs Impuls, guided the process in close co-operation with all the speech and language therapy educational institutes. The first conversion of both the central and sub competencies from the profession profile to competencies for students was presented to representatives of the SRO-L and the speech and language therapy educational institutes in June It was decided in this meeting to divide all the sub competencies into 5 mastering levels. There was a two-day work conference with representatives from all the speech and language therapy educational institutes in September In this conference the (sub) competencies for students were collectively determined as well as the interpretation of the five mastering levels. The work conference and an internal revision resulted in a first concept that was thoroughly evaluated by all the speech and language therapy educational institutes, both internally (teaching staff, students and supervisors of practical training) and externally (work field advice commissions) in the period from November to December The agencies that guided the process then incorporated the feedback into a second concept. This concept was then specified with some minor alterations in a final discussion round involving representatives from all the 4

3 speech and language therapy educational institutes, the SRO-L, the NVLF and the work field on February 12 th This final version has been offered to the Algemene Vergadering (General Meeting) of the HBO-Council to seek approval. Compass was presented on the National Teachers Day Speech and Language Therapy to all the teachers of the involved educational institutes. Extensive attention was given to the factors that play a part in a successful implementation of the competency profile in the educational institutes in the Netherlands. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 5

4 Division in competency areas, roles and competencies It has been decided to place a description of the profession competencies of the speech and language therapist in the profession profile. A profession competency can be described as a combination of knowledge, skills, attitudes, and personal traits that are used by a person to function according to the demands that are put on them by the professional and educational context in which they function. Profession competencies for the speech and language therapist were included in the educational profile for speech and language therapy students. The profession competencies in the profession profile have been categorised into three competency areas, within them specified roles, central tasks, central competencies and sub competencies of the speech and language therapist. The competency profile for the student has been categorized as follows: Competency area 1 Prevention, care, training and advice: working with and for clients. Roles: Care provider/therapist, trainer, advisor and coordinator. Competencies: 1 Offering prevention activities 2 a Providing care b Training and advising 3 Coordinating activities involving the client(s) 6

5 Competency area 2 Organisation: working in and for an organisation. Roles: Manager, entrepreneur, guidance counsellor/coach. Competencies: 4 Taking actions 5 Managing the private practice, business, department or service 6 Coaching and guiding colleagues and trainees Competency area 3 Profession: improving professionalism. Roles: Occupation practitioner, innovator. Competencies: 7 Developing profession competencies 8 Initiating programs 9 Developing methods, techniques and guidelines A number of sub competencies have been composed for every competency. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 7

6 Division into five mastering levels Five mastering levels have been composed for each sub competency. The difference between the five levels is expressed in the level of complexity, responsibility and transfer¹. Level Complexity Responsibility Transfer 1 Standard (sub) procedures Makes own actions visible and is approachable regarding their actions Context bound; recurrence in similar situations 2 Standard procedures Substantiates own actions and is approachable regarding the consequences of his actions for others Context bound; recurrence in similar situations 3 Standard procedures Tests own reactions, takes responsibility for these and approaches others regarding their actions Context bound; recurrence in a relatively limited number of specific situations. 4 + Combination of standard procedures + Adjusts own actions + Application in various specific professional situations 5 + New procedures + Adapts own actions accordingly to the actions of others + Application in strongly varied, profession exceeding situations ¹ This diagram was created during a work conference with delegates from the educational institutes of speech and language therapy in the Netherlands. The Dublin descriptors were used in its creating (enclosure 2). 8

7 It was decided to expand each sub competency into five mastering levels to offer the student assistance in keeping up to date with his progress in competency growth, and to offer assistance to the educational institutes with converting the sub competencies into an educational form. The first four levels are not nationally binding. This means that every educational institute is free to decide whether or not to use these levels of competency in their educational program. Level five however is binding in the sense that this is the final level, that all speech and language therapy students must meet in the Netherlands when graduating. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 9

8 Competency area 1: Prevention, care, training and advice: working with and for clients Role: Care provider/therapist, trainer, advisor Competency 1: Offering prevention activities The speech and language therapist offers the client(s) primary, secondary and tertiary prevention activities in order to reduce the chance of disorders and/or limitations occurring in activities. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 identifies health I can see the importance I am able to screen a high- I am able to select high- I am able to judge the I can formulate an advice problems and risk factors of the contribution that risk group and can justify risk groups and screen effectiveness of different for the client, including an at an early stage by speech and language the manner in which I these with the target of methods to identify health analysis of the risk factors screening high-risk therapists make to carry this out. reducing the chance of problems and risk factors of a population and an groups. maintaining or enhancing disorders and/or at an early stage. analysis of the screenings the health of the client in limitations occurring in data. the area of (aspects of) activities. I can give a communication or prognosis of the risks a conditions necessary for client may face. that purpose. 10

9 composes in a pro- I am able to make an I am able to anticipate I am able to determine the I am able to contribute to I am able to contribute to a active manner a inventory of factors that ways for prevention in my demand for and the the execution of a multidisciplinary prevention plan at an early could give cause to surroundings and can necessity of prevention prevention plan and can prevention plan. stage and carries this out. compose a prevention make an inventory of the within a certain target substantiate the plan. factors that play a role in group and can compose a anticipated results. composing a prevention prevention plan. plan. gives prevention I know the factors that play I am able to communicate I am able to make choices I am able to adapt the I am able to methodically information methodically, a part in effectively in a verbal, written and involving the content and content and method of give information about that is to say suitably, informing people and I digital manner with a design of my informational informing people to the prevention in a sensibly and realise that my behaviour target group and can activities and I know the needs of the target group multidisciplinary context. systematically. affects others. evaluate the process. effect the informational so that they can make activities have on the their own decision and target group. behaviour changes can take place. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 11

10 Competency area 1: Prevention, care, training and advice: working with and for clients Role: Care provider/therapist Competency 2a: Providing care The speech and language therapist offers the client(s) speech and language therapy in a professional and sensible manner in order to ease and/or remove the burden of disorders and/or limitations. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 conducts an exploratory I am able to collect data in I am able to clarify the I aim to work responsibly I am able to conduct an I am able to conduct a interview and examination a methodical manner on request for care and can with the client and his exploratory interview and complete exploratory and diagnoses the client the basis of a client s carry out parts of the surroundings whilst examination on the basis interview and examination, conform the Methodisch request for care and the exploratory interview and conducting the exploratory of a care request in order and bring the results logopedisch handelen client s surroundings. examination and act interview and examination. to decide about further forward in a multi- (MLH) which translates according to the standards I am able to make a examinations, treatment or professional diagnostic into: Methodical speech set for the concerning diagnosis using the ICF- referral in deliberation with team in order to formulate and language therapeutic speech and language system. the client and his a combined advice with actions. therapy work field. I can surroundings. the care request of the arrange, analyse and client as a starting point. 12

11 compose an interpretation of the acquired information according to the ICFsystem. composes a treatment I know the factors that play I am able to create a I am able to adapt my I am able to carry out my I am able to deliver plan, carries out the a part in changing therapy plan for a client, therapy plans to the therapy plan in a flexible, tailored work in the treatment plan and behaviour in myself and in carry out parts of the possibilities of the client creative and objective therapy plan and in the evaluates conform the others and also know the therapy plan and can and his surroundings. I way. I can evaluate the realisation of this plan. I Methodisch logopedisch importance of these in a justify my actions using can clarify the choices I process and the product of can also make use of my handelen (MLH) which therapeutic setting. the speech and language make in deliberation with the therapeutic professional network to translates into: Methodical therapy standards for the the client and his intervention. benefit the client and his speech and language work field in question. surroundings. I am able to surroundings. therapeutic actions. carry out my therapy plan. functions evidence I am able to compose I am able to compose I am able to give a critical I am able to make choices I am able to integrate based. (learning) questions based questions following a judgement about the on the basis of my evidence based on a certain problem. I can diagnosis, prognosis and validity and practicality of evidence based functioning in my own use information sources treatment of a case and found evidence, even functioning with regard to professional functioning. effectively and can select can use information when these are scientific intervention to individual the relevant information. sources to find relevant research results. I can clients and I can justify research on the subject at create a link between and evaluate these hand to use in answering possible solutions and my choices. my questions. own practical experiences. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 13

12 Competency area 1: Prevention, care, training and advice: working with and for clients Role: Trainer, adviser Competency 2b: Training and advising The speech and language therapist offers training and advice in a professionally responsible manner in order to make the client(s) function at a higher level. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 makes an inventory of I am able to collect data in I am able to arrange, I am able to compose a I am able to present my I am able to create schooling and/or advice a methodical manner after analyse and interpret the definition of the schooling plan to the client and can sufficient support for my requests with regard to receiving an educational obtained information and/or advice request in judge the feasibility within plan and ensure that it is (aspects of) and/or advice request. regarding a schooling deliberation with the client the pre-existing conditions. recognisable in a communication or and/or advice request. and his surroundings and collaborating situation. conditions for this and can compose a plan for composes a plan for training or advice. training and advice. 14

13 conducts a (group) I know the factors that play I am able to carry out a I am able to judge the I am able to design a I am able to develop a training/schooling aimed at a part in an effective standard (group) effectiveness of various (group) training/schooling (group) training/schooling (aspects of) (group) training/schooling training/schooling and can schooling and training on the basis of a for any individual communication or and can see the evaluate these, including activities. schooling/training request group/person and can conditions for this. importance of my own my own communicative and can justify my adjust the execution of it communicative behaviour behaviour. choices. according to the target in a training situation. group. advises a (group of) I know the factors that are I am able to design an I am able to advise a I am able to evaluate my I make use of the contacts client(s) regarding important for effectively advice layout on the basis (group of) client(s) and communicative behaviour I have in and beyond the (aspects of) giving advice and can of an advice request and can evaluate the effect. in my role as advisor and client s organisation in communication or distinguish the roles that can justify my choices. can adjust my own order to deliver tailored conditions for this and the therapist can fulfil in actions. work in my advice. gives support when this. I am also able to carrying out the advise. reflect on this. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 15

14 Competency area 1: Prevention, care, training and advice: working with and for clients Role: Coordinator Competency 3: Coordinating activities concerning the client(s) The speech and language therapist co-ordinates the agreed to activities concerning the client(s) and target groups in order to let the preventional activities, care, training and advice run as a continual and integrated process. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 co-ordinates activities I can see the importance I am aimed at working in a I am able to highlight the I am able to initiate contact I am able to co-ordinate to benefit the client(s) and of the position the speech team. I use my co- necessity for co-ordination with the relevant activities concerning the target groups. and language therapist operative, problem concerning a client in a collaborating partners (the client in collaboration with takes among health care solving, communicative collective working surroundings of the client the surroundings of the providers and guiding abilities to relationship. and relevant health, client, colleagues and benefit the collective. welfare and educational other health care services). professionals. 16

15 Competency area 2: Organisation: working in and for an organisation. Role: Manager, entrepreneur Competency 4: Taking action The speech and language therapist contributes actively to policy developments and executions to safe guard the continuity of the private practice, business, department or service. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 composes a business I am able to compose a I am able to spot I am able to anticipate the I am able to handle the I am able to contribute to plan and/or policy plan, plan for a project, execute opportunities and threats changing needs and different demands of the execution of a (policy executes this (or parts of) and evaluate it. in my surroundings or the demands of the market in concerned parties flexibly or business) plan, and adjusts it. market and act a (policy or business) plan. in a (policy or business) evaluate the effects of the accordingly to this in a plan and can set proper plan in the (multi- (policy or business) plan. priorities. professional) work environment and can adjust the plan when needed. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 17

16 Competency area 2: Organisation: working in and for an organisation. Role: Manager, entrepreneur Competency 5: Managing the private practice, business, department or service The speech and language therapist manages the private practice, business, department or service in a professionally responsible manner in order to ensure a good organisation of the services given. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 makes an annual plan I am able to make an I am able to compose a I am able to adjust an I am able to test an annual I am able to contribute to regarding the personnel inventory of the demands coherent plan for the annual plan to internal en plan for its efficiency and an annual plan of a private and layout of a private that are put on the managing of the private external circumstances of effectiveness and adjust practice, business, practice, business, service furnishing of a private practice, business, the private practice, the plan when needed. department or service. or department. practice, business, department or service. business, department or department or service, the service. maintenance of equipment, instruments and materials and the staff. 18

17 conducts private I am able to record data in I am able to record data I manage client and I am able to manage client I am able to manage client practice and client a methodical manner and from clients in a financial data conform the and financial data in a and financial data in a administration. record meeting notes methodical manner and laws and regulations for systematic manner which systematic manner, which (minutes). can manage this data private practices with the makes data available for makes data available for carefully. help of administrative use within the private the benefit of research of systems. practice, business, internal, and external department or service parties (including year (private practice report). management policy development). conducts quality care at I am able to make an I am able to take I am able to contribute to I am able to conduct I am able to contribute to a private practice level. inventory of relevant responsibility for my own the development of quality examinations conform the systematically and methods and instruments contribution towards criteria, measuring quality aspects within an cyclically controlling the of quality care that are quality boosting activities instruments and organisation with the help level of services and relevant for the private within the organisation. improvement actions of quantitative and products offered so that practice, business, within the organisation. qualitative research the quality of services department or service. methods. given within the organisation can be guaranteed and justified. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 19

18 Competency area 2: Organisation: working in and for an organisation. Role: Guidance counselor/coach Competency 6: Coaching and guiding colleagues, team members and trainees The speech and language therapist coaches and guides colleagues, team members and trainees so that profession relevant tasks within the organisation are executed in the proper way. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 coaches and guides I am able to give feedback I am able to give and I know the effect of my I am able to adapt the I am able to stimulate and colleagues and team to colleagues and team receive specific feedback role as a coach or extent and manner of motivate colleagues and members. members regarding their and can advise colleagues guidance counsellor on coaching and guiding to team members of various functioning in the team. I and team members about colleagues and team the experience of the health care professions. am able to receive the execution of members and I am aware colleagues and team feedback from colleagues (therapeutic) tasks. of the reciprocity in a members and can give a and team members about coaching or guiding value judgement regarding my own functioning in a process. their actions. team. 20

19 N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 21

20 Competency area 3: Profession: improving professionalism Role: Occupation practitioner Competency 7: Developing profession competencies The speech and language therapist fulfils an active role in the promotion of profession awareness and profession competencies in him/herself and uses these for further developing the profession group in order to uphold the standards of quality of the profession. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 evaluates and makes I see the importance of I am able to make my I am able to actively take I am able to initiate quality- I am able to optimise my own professional possibilities for developing profession competencies part in quality stimulating stimulating activities and professional proceedings proceedings open for my profession and professional activities. I can test my adjust my professional by continually paying discussion by applying competencies and make proceedings open for professional proceedings proceedings accordingly attention to the tests and reflection. use of these. discussion. using the scope of the on basis of the acquired development of my profession (professional experiences. profession competencies. code, law & regulations). 22

21 profiles the profession I am able to put my I am able to spot I am able to profile the I am able to flexibly I am able to play an active and promotes the interests profession into words in possibilities for actively profession by anticipating anticipate ethical and part in spreading of the profession to my direct surroundings. promoting my profession chances, opportunities social changes and the knowledge about the external parties. outside of my direct and threats from society. consequences of these for profession of speech and environment. the speech and language language therapy. therapy profession. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 23

22 Competency area 3: Profession: improving professionalism Role: Innovator Competency 8: Initiating programs The speech and language therapist initiates new programs in order to keep prevention, care, training and advice up to date with current societal queries. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 initiates programs for I am receptive to changes I am able to spot new I am able to compose a I am able to initiate new I am able to work in a prevention, care, training and renewal in my chances and possibilities project plan for a program speech and language question-orientated and advice. surroundings. for prevention, care, for prevention, care, therapy programs. manner when initiating training and advice training and advice. new programs. programs. 24

23 Competency area 3: Profession: improving professionalism Role: Innovator Competency 9: Developing methods, techniques and guidelines The speech and language therapist plays an active part in developing methods, techniques and guidelines in order to keep prevention, care, training and advice up to date with current social queries. Sub competencies Mastering level 1 Mastering level 2 Mastering level 3 Mastering level 4 Mastering level 5 plays an active role in I am interested in current I see the importance of the I am able to spot problems I am able to evaluate new I am able to formulate the development and research within speech contribution I can make as in existing methods, methods, techniques product and process evaluation of new and language therapy. a member of the techniques en/or and/or guidelines. criteria for new methods, methods, techniques and profession group to the guidelines. techniques and/or guidelines for prevention, development of new guidelines. care, training and advice. methods, techniques and/or guidelines. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 25

24 Supplement 1 Generic HBO Bachelor Qualifications Check After completing all the competencies, sub competencies and mastering levels, it was checked whether the generic HBO Bachelor Qualifications were incorporated satisfactorily into the profile. This concerns the following five generic qualifications: 1. Broad, multi-disciplinary base: the graduate has obtained current and multi-disciplinary knowledge, insights, attitudes and skills which are needed to independently perform the task of a beginning profession practitioner. 2. Working problem orientated: the graduate is able to apply relevant (scientific) knowledge, insights, attitudes and skills to defining, analysing and solving complex problems in the profession practice. 3. Methodical and reflective thinking and proceeding: the graduate is able to collect and analyse relevant information by working in projects and by reflecting on the professional proceedings, including from ethical and social queries. 4. Social communicative capability: the graduate is able to communicate internally and externally, collaborate aimed at teamwork and preside over projects in a multi-disciplinary, multi-cultural and international work environment. 5. Professionalism: the graduate has developed the cognitive capacity that makes him/her able to continually improve professionalism of his/her own professional proceedings and to function in diverse professional situations. 26

25 The analysis has made it apparent that the generic qualifications have been adequately included. It is noticeable that (with a few exceptions) qualification 1 (broad, multi-disciplinary base) present is from mastering level 1, qualifications 3 (Methodical and reflective thinking and proceeding) and 4 (Social communicative capability) are present from mastering level 2, qualification 2 (Working problem orientated) is present from mastering level 3 and qualification 5 (Professionalism) is present from mastering level 4. In qualification 4 there is a reference to a multi-cultural and international work environment. These demands can be achieved by offering assignments within a multi-cultural and international context. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 27

26 28

27 Five point scale conform the qualification arrangement for complexity, responsibility and the extent of transfer Complexity Responsibility Transfer Level 1 Show effective behaviour when the surroundings give cause for this Standard (part) procedures Makes own actions visible and is approachable about them Context bound; recurrence in similar situations 2 Show effective behaviour on the bases of own initiative Standard procedures Justifies own actions and is Idem approachable about these in regard to the consequences of his/her actions for others 3 Strengthen effective behaviour of others in the direct work environment, especially by model behaviour Standard procedures Tests own actions and is approachable about these, holds responsibility and addresses others Context bound; recurrence in relatively small numbers of specific situations concerning their actions 4 Inspire effective behaviour in others within the organisation/profession group and in doing so raising the level of competency within the organisation (department) + combination of standard procedures + adjusts own actions + employment in profession specific diverse situations 5 Show effective behaviour that is aimed at renewal and innovation and inspire others to do so + new procedures + adjusts own actions according to the actions of others + employment in strongly varying situations exceeding the speech and language therapy profession N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 29

28 Supplement 2 Dublin Descriptors (HBO-Competencies) 1. Knowledge and Understanding Advanced textbooks support the bachelor with some aspects informed by knowledge at the forefront of their field of study. 2. Applying Knowledge and Understanding The bachelor applies knowledge and understanding through devising and sustaining arguments. 3. Making Judgements The bachelor makes judgements that involve gathering and interpreting relevant data. 4. Communication The bachelor communicates information, ideas, problems and solutions. 5. Learning Skills The bachelor has developed those skills needed to continue studying with a higher level of autonomy. Justification It is stated in the following matrix where the Dublin Descriptors explicitly are used within the Competency Profile Speech and Language Therapy Student. It is repeatedly stated on which level of the Competency Profile will be started with developing one of the five Dublin Descriptors. 30

29 The matrix clarifies that with all of the described competencies for the speech and language therapy student an appeal is made to the obtaining of knowledge and understanding, applying knowledge and understanding, making judgements and communication. The obtaining of learning skills is implicit in the four other descriptors and explicit in competencies 7, 8 and 9: developing profession competencies, initiating programs and developing methods, techniques and guidelines. We conclude that in case a student passes level 5, he/she also sufficiently passes the Dublin Descriptors for an HBO-Bachelor. N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 31

30 32

31 Dublin Descriptors: Knowledge and Understanding Applying Knowledge and Understanding Making Judgements Communication Competency Profile Speech and Language Therapy Student 1 Offering prevention activities From level 1 From level 2 From level 1 From level 2 2a Providing care From level 1 From level 2 From level 1 From level 2 2b Training and advising From level 1 From level 2 From level 1 From level 2 3 Coordinating activities involving the client(s) From level 3 From level 3 From level 2 4 Taking action From level 2 From level 3 From level 2 From level 2 5 Managing a private practice, business, department or service 6 Coaching and guiding colleagues and trainees From level 1 From level 3 From level 3 From level 2 From level 2 From level 1 From level 1 Learning Skills 7 Developing profession competencies From level 1 From level 3 From level 1 From level 1 From level 2 8 Initiating programs From level 2 From level 3 From level 2 From level 3 From level 4 9 Developing methods, techniques and guidelines From level 2 From level 4 From level 2 From level 3 From level 4 N E D E R L A N D S E O P L E I D I N G E N L O G O P E D I E SRO 33

32 Enclosure 3 Work Group Composition SRO-Members NVLF C. Cobben-Crefcoeur (Hogeschool Zuyd, Heerlen) H. Grooten H. Ebben (Fontys Hogescholen, Eindhoven) P. le Rütte G. Janssen (Christelijke Hogeschool Windesheim, Zwolle) I. van den Heuvel (Hogeschool van Arnhem en Nijmegen) Process Guides B. Leijenaar (Hanzehogeschool, Groningen) K. Baumgarten (BaumGarten Advies, Zuthpen) H. Merkx (Hogeschool van Utrecht) E.M. Meijers (Bureau Onderwijs Impuls, Westervelde) A. Meulenberg (Hogeschool Rotterdam) Lay Out and Design Representatives Educational Institutes C. Cobben-Crefcoeur P. Berns (Hogeschool Rotterdam) S. Barends P. Geerts (Fontys Hogeschool, Eindhoven) G. de Haan (Christelijke Hogeschool Windesheim, Zwolle) Graphics N. Hartgring (Hogeschool van Utrecht) Drukkerij SchrijenLippertzHuntjens R. van Heugten (Hogeschool Zuyd, Heerlen) A. Moers (Hogeschool van Arnhem en Nijmegen) Translation E.J. van der Pol-Top (Christelijke Hogeschool Windesheim, Zwolle) M.E. Welling (Hanzehogeschool, Groningen) H.G. Priester (Christelijke Hogeschool Windesheim, Zwolle) W. Voor in t Holt (Hanzehogeschool, Groningen) This publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, provided that the source is stated. We request that this is made knowledgeable with the secretariat of the Landelijk Studierichtingsleideroverleg Logopedie: sonja.barends@hu.nl ( ). 34