HOFSTRA UNIVERSITY Department of Speech-Language-Hearing Sciences Knowledge & Skills Acquisition Report
|
|
- Alice Barnett
- 8 years ago
- Views:
Transcription
1 HOFSTRA UNIVERSITY Department of Speech-Language-Hearing Sciences Knowledge & Skills Acquisition Report Name: Student ID No.: Prerequisite Courses: Phonetics (5) Anatomy and Physiology (6) Language Development (102) Speech Science (103) Introduction to Audiology (137) Communication Disorders (131) Clinical Methods (134) Standard IV-A: The applicant must demonstrate knowledge of the principles of biological sciences, physical sciences, statistics, and the social/behavioral sciences. Biological science Course #: Title University: Physical science Course #: Title University: Social/behavioral science Course #: Title University: Statistics Course #: Title University: 1
2 Standard III-B: The applicant must demonstrate knowledge of basic communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Biological, Anatomic and Neurological Basis 1. Discuss physiological, biological, neurological and sensory aspects of normal aging Describe the auditory pathway of sound from the external environment to the brain Identify and discuss the anatomy, physiology and embryology/development of the 254 auditory and vestibular systems. 4. Relate neuroanatomical structures and physiological processes to the production and 242 comprehension of language. 5. Demonstrate knowledge of the neurological bases, processes, and structures 243 underlying and supporting reading development. 6. Explain the anatomic and neurophysiologic basis of normal speech motor control Describe normal aspects of laryngeal anatomy, neuroanatomy, and physiology Understand the anatomical and physiological basis of swallowing and swallowing 253 disorders. 9. Identify and analyze typical articulation and phonological development Understand typical communicative and feeding development in the age range of birth 271 to three years of age. 11. Demonstrate understanding of language development, and how it applies to disorders 241 throughout the course of development. Acoustic Basis The Student will 12. Identify and describe concepts involved in the acoustics and aerodynamics of human 206 speech. 13. Demonstrate an understanding of the relationship between the nature of sound and 206 the systems involved in speech production (respiration, phonation, articulation, resonance) 14. Describe the acoustic structure of speech sounds based on a model of vocal tract 206 2
3 resonance. 15. Gain exposure with acoustic instrumentation related to the production and perception of speech sounds 206 Psychological and Developmental Basis 16. Describe the components of language (e.g. morphology, syntax, etc.) and 209 demonstrate understanding of their development from birth through the school-age years. 17. Demonstrate a comprehensive understanding of English sentence structure and apply 209 this knowledge to the assessment of child language. 18. Describe changes in the cognitive, communicative, and social processes that occur at 212 the later part of the lifespan. 19. Develop a conceptual framework of communication behavior that incorporates 212 current theory in gerontology. 20. Develop sensitivity to issues facing adults in the later part of the lifespan Describe the theories of normal language development, and strengths and weaknesses 209 of each. 22. Analyze the structure and function of a conversational sample and interpret data 209 according to development criteria. 23. Understand how the larynx changes with age, and the effects of changes on 249 perceptual and acoustic characteristics of voice. Linguistic and Cultural Basis 24. Demonstrate knowledge of language differences in the acquisition of second languages and in the process of becoming bilingual
4 25. Demonstrate understanding of the component processes underlying reading, and developmental course of reading 26. Examine age demographics, sociocultural diversity and their effect on health care services 27. Demonstrate understanding of various models and definitions of childhood language disorders and methods of assessment of communication and language 28. Demonstrate knowledge of and synthesis of the relationship(s) between oral language and reading impairments Standard met following remediation if required (90% of objectives satisfied) Yes No Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas: Articulation 29. Analyze disorders of articulation and phonology from a developmental perspective Define terminology related to articulation and phonological disorders Describe the acoustic, perceptual and psychological impact of neuropathology on 248 specific areas of the motor speech system. 32. Discuss the pathological movement patterns that may interfere with normal oral 248 motor control. 33. Identify the clinical manifestations of apraxia and dysarthria in children and adults 232, 248 and distinguish these disorders from specific linguistic deficits (e.g. phonological disorders and aphasia). 4
5 Fluency 34.Explain the neurological, psychological, linguistic, and anatomical theories of fluency 230 disorders 35. Describe the potential psychological symptoms of a fluency disorder Identify the acoustic parameters of the speech of persons who stutter Explain the prevalence and incidence of stuttering in various cultures Describe differences between childhood and adult issues in stuttering. 230 Voice, Resonation, Respiration, and Phonation 39. Describe the acoustic, perceptual and psychological impact of neuropathology on resonation, respiration and phonation 40. Identify different voice disorders, including etiology, and physiological, acoustic, and perceptual characteristics of each type of disorder Receptive and Expressive Language (Phonology, Morphology, Syntax, Semantics, and Pragmatics) in Speaking, Listening, Reading, Writing, and Manual Modalities: 41. Demonstrate knowledge of the theories of language acquisition and apply this 241 knowledge to the assessment and treatment of children with communication impairments. 42. Compare etiologies and the neurological, psychological, and linguistic characteristics 242 of individuals with aphasia, right hemisphere disorders and traumatic brain injury. 43. Demonstrate knowledge of emergent literacy practices, prevention, and early identification of dyslexia and other reading disorders 243 5
6 Hearing and the Impact on Speech and Language: 44. Identify and discuss the etiologies and characteristics of auditory disorders in children and adults 45. Identify and explain the impact of hearing loss on psychosocial development and speech-language acquisition in children and adults Swallowing (Oral, Pharyngeal, Esophageal, and Related Functions, Including Oral Function for Feeding: Orofacial Myofunction) 46. Discuss the etiologies and course of swallowing disorders, their typical course, and 253 the potential consequences of the disorders. 47.Understand anatomically and physiologically based swallowing disorders 253 Cognitive Aspects of Communication (Attention, Memory, Sequencing, Problem-Solving, Executive Functioning) 48. Discuss the nature of cognitive and communication changes in various types of dementia. 212 Social Aspects of Communication (Including Challenging Behavior, Ineffective Social Skills, Lack of Communication Opportunities) 49. Analyze social and pragmatic issues in individuals with Autism Spectrum Disorder Describe the impact of stuttering on social and emotional functioning across the 230 lifespan 51. Discuss the use of Quality of Life instruments to evaluate the effects of communication disorders on individuals social, emotional and vocational functioning 229 6
7 Communication Modalities (Including Oral, Manual, Augmentative, and Alternative Communication Techniques and Assistive Technologies) 52. Describe and discuss the disabling conditions that require the use of AAC Discuss assistive technologies designed to enhance communication for children and 138 adults with hearing loss. 54. Describe the range of communication options for individuals with hearing loss including manual communication, cochlear implantation, amplification and other assistive listening technologies. 138 Standard met following remediation if required (90% of objectives satisfied) Yes No 7
8 Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. General Principles of Prevention, Intervention, and Assessment 55. Review and discuss naturalistic and alternative assessment strategies Describe and apply basic psychometric principles to assessment Discuss and appraise research-based measurement approaches to the assessment 229 process 58. Demonstrate knowledge of basic methods of intervention; appropriate measures for 241; 276 assessing efficacy of intervention, and evidence based practice 59. Discuss and apply strategies for the collection of case history information and 229 interviews as it relates to assessment. 60. Analyze and apply appropriate assessment approaches that recognize differences in 229 culturally and linguistically diverse populations. 61. Apply strategies to assess and diagnose communication disorders across the lifespan Describe and discuss the principles of assessment for children and adults unable to 270 use speech to communicate. 63. Discuss the assessment of neurologically impaired adults applying principles of 242 differential diagnosis. 64. Appreciate the continuum of care settings and services available to the elderly Advocate for health care policies for the elderly that are based on an understanding of research, demographics, and current legislation 66. Students will demonstrate the ability to read the medical chart and identify pertinent information for the diagnosis and management of patients referred to speech-language pathology services
9 Articulation 67. Describe and appraise basic principles of evaluating and assessing individuals with articulation and phonological disorders. 68. Compare and debate the effectiveness of intervention methods related to efficacy and efficiency of treatment. 69. Explain principles of assessment and treatment of motor speech disorders using a speech systems approach. Fluency 70. Explain principles of assessment including the measurement of stuttering frequency, speech rate, speech naturalness, and social, emotional and cognitive outcomes. 71. Evaluate several treatments for persons who stutter for various age groups, including behaviorally-based and cognitive-based programs. Voice, Resonation, Respiration, and Phonation 72. Explain principles of assessment and treatment of motor speech disorders using a speech systems approach. 73. Become familiar with diagnostic and evaluation methods including quality of life instruments. 74. Discuss factors that can impact client performance and adherence to clinical regimens. 75. Compare and contrast behavioral and medical treatments of various voice pathologies
10 Receptive and Expressive Language (Phonology, Morphology, Syntax, Semantics, and Pragmatics) in Speaking, Listening, Reading, Writing, and Manual Modalities: 76. Discuss the theoretical background and rationale of current treatment methods used 242 for individuals with acquired disorders of language from the multicultural community. 77. Demonstrate knowledge of emergent literacy practices, prevention, and early 243 identification of dyslexia and other reading disorders. 78. Demonstrate knowledge of assessment and therapeutic techniques for reading impairments, including responsiveness to intervention approaches and multisensory techniques. 243 Hearing and the Impact on Speech and Language: 79. Identify and discuss audiological evaluation procedures, including both behavioral and electrophysiological tests used in audiology. 80. Discuss audiological diagnostic procedures and provide recommendations for clinical intervention of children and adults 254; ; 226 Swallowing (Oral, Pharyngeal, Esophageal, and Related Functions, Including Oral Function for Feeding: Orofacial Myofunction) 81. Describe assessment and remediation techniques for swallowing disorders Understand potential consequences of swallowing disorders, and the relative risks of various interventions for dysphagia 253 Cognitive Aspects of Communication (Attention, Memory, Sequencing, Problem-Solving, Executive Functioning) 83. Develop strategies for the management of cognitive communication disorders in non
11 institutionalized and institutionalized elderly populations. 84. Critically evaluate current research in the areas of aphasia, right hemisphere disorders and TBI. 242 Social Aspects of Communication (Including Challenging Behavior, Ineffective Social Skills, Lack of Communication Opportunities) 85. Describe changes in the cognitive, communicative, and social processes that occur 212 across the lifespan. 86. Describe the impact of stuttering on social and emotional functioning across the lifespan. 230 Communication Modalities (Including Oral, Manual, Augmentative, and Alternative Communication Techniques and Assistive Technologies) 87. Identify and explain methods of aural rehabilitation appropriate for hearing impaired 138 individuals, including auditory training, hearing aids, and assistive listening devices 88. Identify and discuss procedures and applications of cochlear implant technology Identify and discuss the application of speech reading, auditory training and manual 138 communication in aural rehabilitation. 90. Discuss the use of augmentative and alternative communication systems at different 270 developmental levels using a case study approach 91. Describe intervention strategies for children and adults unable to use functional speech 270 Standard met following remediation if required (90% of objectives satisfied) Yes No 11
12 Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct. 92. Apply principles of ethical conduct when designing research on human subjects Demonstrate an understanding of the principles of academic honesty Discuss and apply the ASHA Code of Ethics to specific cases and issues regarding 229; 230 the delivery of professional service and conduct across assessment settings. Standard met following remediation if required (90% of objectives satisfied) Yes No 12
13 Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice. 95. Critically evaluate the introduction, methods, results and discussion of current research in communication sciences and disorders. 96. Demonstrate knowledge of basic research concepts including variables, validity, reliability, measurement experimental controls and statistical significance Identify and describe the processes involved in evidence based clinical practice. 207; 232; 248; Describe the theories of normal language development, current issues and ongoing areas of research in normal language development, and critically analyze their application 99. Critically evaluate current research in relevant areas of communication sciences and disorders 100. Integrate research principles into evidenced based clinical practice for the treatment of motor speech disorders using a case study approach Apply research principles using an evidence-based practice framework for diagnosis and treatment of clients Understand ways in which acoustic analyses can be applied to clinical practice ; 242; 230; ; 228; 260; 261; 262; Integrate principles of research and evidence based practice into development of a detailed case study Analyze the structure and function of a narrative sample and interpret data according to developmental criteria Critically evaluate published research in various areas of speech science and integrate principles of research into clinical practice Standard met following remediation if required (90% of objectives satisfied) Yes No 13
14 Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues Appreciate the continuum of care settings and services available to the elderly Discuss the professional scope of clinical practice as set forth by the American 228 Speech Language Hearing Association (ASHA) Demonstrate knowledge of various service delivery models, scope of practice, and 260; 261; 262 culturally and linguistically diverse issues throughout the lifespan Discuss current health insurance issues as they pertain to hospital stays and out 228 patient rehabilitation services Analyze models of care (group, individual, interdisciplinary and transdisciplinary) 228 provided to adults and children with communication disorders in health care and educational settings Identify and discuss federal and state laws that regulate the provision of services in 228; 264; 272 educational and medical settings (i.e. HIPAA, FERPA, IDEA, etc.) Advocate for health care policies for the elderly that are based on an understanding 228 of research, demographics, and currently legislation. Standard met following remediation if required (90% of objectives satisfied) Yes No 14
15 Standard III-H: The applicant must demonstrate knowledge about certification, specialty recognition, licensure and other relevant professional credentials Identify the requirements for certification, licensure, and other professional credentials as they pertain to clinical practicum (i.e. NYS-DOE, EI, health care setting, NYS licensure, AHA, etc.) 114. Discuss interviewing for a professional position, resume writing, and preparation for the CF. 260; 261; Standard met following remediation if required (90% of objectives satisfied) Yes No Standard IV-A: The applicant must complete a curriculum of academic and clinical education that follows an appropriate sequence of learning sufficient to achieve the skills outcome in Standard IV-G. Satisfying academic and clinical requirements for the masters degree is accomplished through three documents: (a) this document for tracking accomplishments in terms of performance objectives, (b) the clinical-hours form for tracking clinical experiences, and (c) program plan of study for tracking academic progress. Standard met following remediation if required (90% of objectives satisfied) Yes No Standard IV-B: The applicant must possess skill in oral and written or other forms of communication sufficient for entry into professional practice. Oral Communication 115. Orally present the pertinent details of a diagnostic examination in the form of clinical grand rounds or other oral presentation
16 116. Communicate effectively recognizing needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others. 260; 261; 262; 274; 271 Written Communication 117. Write concise professional documents that are accurate in content and form. 225; 228; 260; 261; Synthesize information from a variety of sources to produce an integrated written 230 analysis of a topic in communication sciences and disorders. Standard met following remediation if required (90% of objectives satisfied) Yes No Standard IV-C: The applicant for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact. Through signature on the clinical-observation form, a Clinical Supervisor must confirm that you have completed a minimum of 25 clock hours of clinical observation. Alternatively, the signature of an ASHA-certified clinician must appear on an equivalent form from a program at another university. These forms will be kept in your file. You must ensure that signed copies of all semester clinical-hours forms are submitted to the Director of the Speech and Hearing Clinic. These will be placed in your file. Signed observation form in the student s file Yes No Weekly & summary clock-hour forms in the file Yes No 16
17 Standard IV-D: At least 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study in program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology. If you completed clinical clock hours for direct services in another program as an undergraduate, you must ensure that a copy of an appropriately signed record from that program is in your student file. A maximum of 50 of those hours can be applied to the 400 clock-hour requirement. Undergraduate clock hours are documented in the student file Yes No Not applicable Standard IV-E: Supervision must be provided by individuals who hold the Certificate of Clinical Competence in the appropriate area of practice. The amount of supervision must be appropriate to the student s level of knowledge, experience, and competence. Supervision must be sufficient to ensure the welfare of the client/patient. You may check the certification status of a clinical supervisor through the ASHA website ( The Director of the Speech and Hearing Clinic can help you to ascertain that all of your supervisors are currently certified. If you have any questions regarding the certification status of any clinical supervisor, please speak with the Director of the Speech and Hearing Clinic. Any student believing that appropriate standards are not being followed may submit a complaint to the ASHA Council on Academic Accreditation (CAA) at , 2200 Research Boulevard, Rockville, MD Standard IV-F: Supervised practicum must include experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient population with various types and severities of communication and/or related disorders, differences, and disabilities. Standard IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes: Evaluation 17
18 119. Conduct screening and prevention activities. 260; 261; Collect case history information and integrate information from clients/patients, 260; 261; 262 family, caregivers, teachers, relevant others, and other professionals into a diagnostic report Select and administer appropriate evaluation procedures, such as behavioral 260; 261; 262 observations, non-standardized and standardized tests, and instrumental procedures Adapt evaluation procedures to meet client/patient needs while considering 260; 261; 262 motivational and behavioral factors Interpret, integrate, and synthesize information to develop diagnoses and 260; 261; 262 prognoses and make recommendations for intervention Complete administrative functions (e.g., documentation for reimbursement) 260; 261; 262 necessary to support evaluation Refer clients/patients for appropriate services. 260; 261; 262 Intervention 126. Develop appropriate intervention plans based on sound theoretical/research rationales, with measurable/achievable goals that meet clients /patients needs; collaborate with clients/patients/relevant others in the planning process 127. Implement intervention plans, involving clients/patients/relevant others in the planning process Selects/develop and use appropriate techniques, materials, and instrumentation for intervention Measure & evaluate clients /patients performance and progress based on objective data collection Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients, applying principles of learning theory and motivational/behavioral factors. 260; 261; ; 261; ; 261; ; 261; ; 261;
19 131. Communicate effectively recognizing needs, values, preferred mode of 260; 261; 262 communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others Complete administrative functions necessary to support intervention. 260; 261; Identify and refer clients/patients for services as appropriate. 260; 261; 262 Standard met following remediation if required (90% of objectives satisfied) Yes No Standard V-A: Formative Assessment The applicant must meet the education program s requirements for demonstrating satisfactory performance through ongoing formative assessment of knowledge and skills. The student satisfactorily completed all formative assessments following remediation if required: Yes No Standard V-B: Summative Assessment The applicant must pass comprehensive examination. The student satisfactorily completed the comprehensive exam: Yes No 19
20 Students in the Certificate of Advanced Study: Bilingual Extension for Speech-Language Pathology Demonstrate knowledge of typical language development in bilingual individuals (III- B) Demonstrate knowledge of theories of language acquisition as they relate to simultaneous and sequential bilinguals (III-B) Demonstrate knowledge of the range of normal language development and individual differences in lexical, phonological, syntactic, discourse, and pragmatic domains among bilingual individuals (III-B) Demonstrate ability to conduct a small study dealing with a sociolinguistic psycholinguistic, educational, or development aspect of bilingualism (III-B) Demonstrate ability to analyze the structure and function of a variety of spoken and written discourse samples of second language learners. Demonstrate knowledge of language differences in the acquisition of second language and in the process of becoming bilingual (III-B) Identify current issues and ongoing areas of research in sociolinguistic, psycholinguistic, educational, and development aspect of bilingualism (III-B) Know the nature of bilingual language development across all communication modalities (III-C) Evaluate the speech and spoken language by selecting culturally and linguistically appropriate evaluation and intervention materials and instruments (IV-G) Standard met following remediation if required (90% of objectives satisfied) Yes No Does not apply Revised
21 21
KNOWLEDGE AND SKILLS ACQUISITION (KASA) SUMMARY FORM FOR CERTIFICATION IN SPEECH-LANGUAGE PATHOLOGY
KNOWLEDGE AND SKILLS ACQUISITION (KASA) SUMMARY FORM FOR CERTIFICATION IN SPEECH-LANGUAGE PATHOLOGY Knowledge and Skills Acquisition (KASA) Summary Form For Certification in Speech-Language Pathology March,
More informationCommunication Sciences and Disorders. Standard 5.0 Assessment Master s Degree Program in Speech Language Pathology (MA)
Communication Sciences and Disorders Standard 5.0 Assessment Master s Degree Program in Speech Language Pathology (MA) The program conducts ongoing and systematic formative and summative assessment of
More informationKnowledge and Skills Acquisition (KASA) Summary Form* Harding University Communication Sciences and Disorders Program
Knowledge and Skills Acquisition (KASA) Summary Form* Harding University Communication Sciences and Disorders Program The American Speech-Language-Hearing Association (ASHA) specifies an in-depth program
More information(Latest Revision Spring Semester, 2015)
HYPOTHETICAL STUDENT Guide to the Student Tracking System CFCC-ASHA STANDARDS BY COURSE For Certification in Speech-Language Pathology Southern University and A&M College (Latest Revision Spring Semester,
More informationIMPACT OF THE NEW ASHA STANDARDS ON UNDERGRADUATE EDUCATION Daniel C. Tullos, Ph.D. Harding University
242 IMPACT OF THE NEW ASHA STANDARDS ON UNDERGRADUATE EDUCATION Daniel C. Tullos, Ph.D. Harding University I am certainly pleased for this opportunity to address the issue of the impact of the new speech-language
More informationSummary of Changes to Standards for Certification in Speech-Language Pathology Approved July 2012, Effective September 1, 2014
Summary of Changes to Standards for Certification in Speech-Language Pathology Approved, Effective September 1, 2014 At its meeting, the Council for Clinical Certification in Audiology and Speech-Language
More informationSELF-MANAGED ASSESSMENT OF KNOWLEDGE AND SKILLS (CSULB-SMAKS)
SELF-MANAGED ASSESSMENT OF KNOWLEDGE AND SKILLS (CSULB-SMAKS) Department of Speech-Language Pathology California State University, Long Beach M.A. Program in Speech-Language Pathology Name: In order to
More informationGrace Fleming, School of Graduate Studies
MEMORANDUM To: From: Graduate Curriculum Committee Grace Fleming, School of Graduate Studies Date: 2/11/2008 Subject: Minutes for January 30, 2008 The Graduate Curriculum Committee met in Victor 219, Wednesday,
More informationBachelors of Science Program in Communication Disorders and Sciences:
Bachelors of Science Program in Communication Disorders and Sciences: Mission: The SIUC CDS program is committed to multiple complimentary missions. We provide support for, and align with, the university,
More informationIII. Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology
III. Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology Effective January 1, 2008 Introduction The Council on Academic Accreditation in Audiology and
More informationSpeech-Language Pathology Master s Degree Student Handbook
Speech-Language Pathology Master s Degree Student Handbook Department of Speech and Hearing Sciences Indiana University This handbook is intended to provide all students in the speech-language pathology
More informationASSESSMENT REPORT CMDS Master s 2014. I. CMDS Master s Degree (MS/MCD) student performance on the National Examination in Speech Language Pathology
ASSESSMENT REPORT CMDS Master s 04 I. CMDS Master s Degree (MS/MCD) student performance on the National Examination in Speech Language Pathology Expected Outcome: Students nearing the completion of their
More informationGRADUATE CURRICULUM ON VOICE AND VOICE DISORDERS ASHA Special Interest Division 3, Voice and Voice Disorders
GRADUATE CURRICULUM ON VOICE AND VOICE DISORDERS ASHA Special Interest Division 3, Voice and Voice Disorders In 2003, a joint statement by the Council on Academic Accreditation in Audiology and Speech-
More informationSPEECH-LANGUAGE PATHOLOGY
SPEECH-LANGUAGE PATHOLOGY RHEA PAUL, PH.D., CCC-SLP Professor, Founding Director, Department Chair Phone: 203-416-3947 Fax: 203-416-3952 Email: paulr4@sacredheart.edu Faculty ALISON SPRENGELMEYER, M.ED.,
More informationAmerican Speech-Language-Hearing Association Guidelines. CEOE Competencies
Certification Examinations for Oklahoma Educators (CEOE) Framework Development Correlation Table The Framework Development Correlation Table provides information about possible alignment of some of the
More informationIndiana Content Standards for Educators
Indiana Content Standards for Educators COMMUNICATION DISORDERS Speech-language pathologists are expected to have a broad and comprehensive understanding of the knowledge and skills needed for this educator
More informationProposed Speech-Language Pathologist
Proposed 006.67 006.67A Grade Levels: Birth to age 21through grade 12. 006.67B Endorsement Type: Field Subject. 006.67C Persons with this teaching endorsement may provide speech language pathology services
More informationStandards for the Speech-Language Pathologist [28.230]
Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language
More informationSpeech-Language Pathology Curriculum Foundation Course Linkages
FACULTY OF HEALTH PROFESSIONS School of Human Communication Disorders Speech-Language Pathology Curriculum Foundation Course Linkages Phonetics (HUCD 5020) a. Vowels b. Consonants c. Suprasegmentals d.
More informationStandards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology
Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology Effective January 1, 2008 Last Revised February 2012 for Implementation January 1, 2013 Introduction
More informationDepartment of Speech- Language-Hearing: Sciences and Disorders
The University of Kansas 1 Department of Speech- Language-Hearing: Sciences and Disorders Why study speech, language, and hearing? Because communication is central to human behavior, and the treatment
More informationStandards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology
Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology Effective January 1, 2008 Last Updated January 1, 2014 Introduction The Council on Academic Accreditation
More informationCOMMUNICATION SCIENCES AND DISORDERS 2015-2016 COURSE OFFERINGS Version: 2015-08-10
COMMUNICATION SCIENCES AND DISORDERS 2015-2016 COURSE OFFERINGS Version: 2015-08-10 COURSE TITLE FALL WINTER SPRING SUMMER GEN CMN 108-0 Communication Disorders X CSD 112-0 Scientific Exploration of Comm.
More informationPh.D in Speech-Language Pathology
UNIT 1 SPEECH LANGUAGE PRODUCTION Physiology of speech production. Physiology of speech (a) Respiration: methods of respiratory analysis (b) Laryngeal function: Laryngeal movements, vocal resonance (c)
More informationHow To Be A Speech Language Pathologist
THE ARIZONA SPEECH-LANGUAGE-HEARING ASSOCIATION WWW.ARSHA.ORG Navigating the Maze of Speech Therapy Licensure in Arizona This booklet was created by members of the Arizona Speech-Language-Hearing Association
More informationGOVERNMENT NOTICE DEPARTMENT OF HEALTH HEALTH PROFESSIONS COUNCIL OF SOUTH AFRICA
STAATSKOERANT, 15 MEI2012 No. 35351 3 GOVERNMENT NOTICE DEPARTMENT OF HEALTH No.R.388 15 May 2012 HEALTH PROFESSIONS COUNCIL OF SOUTH AFRICA REGULATIONS RELATING TO THE UNDERGRADUATE CURRICULA AND PROFESSIONAL
More informationMASTER OF SCIENCE IN COMMUNICATION DISORDERS (090S 090I)
The Graduate School MASTER OF SCIENCE IN COMMUNICATION DISORDERS (090S 090I) Program Coordinator Dr. Anne Balant Office: Jacobson Faculty Tower, Room 414A Phone: 845-257-3453 Email: commdisgrad@newpaltz.edu
More informationBusiness and Curriculum Plan for Initiating a Speech-Language Pathology Program. in the College of Education
Business and Curriculum Plan for Initiating a Speech-Language Pathology Program in the College of Education Preparer: Dr. Mark Ankeny, Dean, College of Education, with help from Dr. Ilsa Schwarz and Ellen
More informationSpeech Pathology and Audiology
Marquette University 1 Speech Pathology and Audiology Chairperson: Linda Crowe, Ph.D. Department of Speech Pathology and Audiology website (http://www.marquette.edu/chs/speech) The Department of Speech
More informationThe department of communication disorders and deaf
Department of Communication Disorders and Deaf Education Speech-Language Pathology (MS) Early Intervention in Deaf Education (MA) The department of communication disorders and deaf education offers a master
More informationMANUAL FOR OFF- CAMPUS SUPERVISORS OF SPEECH- LANGUAGE PATHOLOGY STUDENTS
MANUAL FOR OFF- CAMPUS SUPERVISORS OF SPEECH- LANGUAGE PATHOLOGY STUDENTS WESTERN MICHIGAN UNIVERSITY DEPARTMENT OF SPEECH PATHOLOGY AND AUDIOLOGY 1903 W. Michigan Avenue Kalamazoo, MI 49008-5355 March,
More informationDepartment of Communication Disorders and Deaf Education
Department of Communication Disorders and Deaf Education MAJORS Deaf Education (BA) Speech-Language Pathology (BS) MINORS Speech-Language Pathology CERTIFICATES Speech-Language Pathology Assistant The
More informationTHE FRAMEWORK FOR SCHOOL SPEECH AND LANGUAGE PATHOLOGIST EDUCATIONAL SPECIALIST PROGRAM GUIDELINES. October 2014
THE FRAMEWORK FOR SCHOOL SPEECH AND LANGUAGE PATHOLOGIST EDUCATIONAL SPECIALIST PROGRAM GUIDELINES October 2014 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333
More informationCareer Paths for the CDS Major
College of Education COMMUNICATION DISORDERS AND SCIENCES (CDS) Advising Handout Career Paths for the CDS Major Speech Language Pathology Speech language pathologists work with individuals with communication
More informationUniversity of Texas at Dallas M.S. in Communication Disorders
1 1/26/2015 Degree Plan University of Texas at Dallas M.S. in Communication Disorders Speech-Language Pathology Name: Advisor: Dates Advised: BASIC SCIENCES Course # Course Name School Where Completed
More informationTexas A&M University-Kingsville Department of Clinical Health Sciences Communication Sciences & Disorders GRADUATE STUDENT MANUAL
Texas A&M University-Kingsville Department of Clinical Health Sciences Communication Sciences & Disorders GRADUATE STUDENT MANUAL Communication Sciences & Disorders Program MSC 177A - 700 University Blvd.
More informationTECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools
I. Definition and Overview Central Consolidated School District No. 22 TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools Speech and/or language impairments are those
More informationMASTERS OF SCIENCE SPEECH-LANGUAGE PATHOLOGY (GRADES P-12) COMMUNICATIONS DISORDERS CERTIFICATION
MASTERS OF SCIENCE SPEECH-LANGUAGE PATHOLOGY (GRADES P-12) COMMUNICATIONS DISORDERS CERTIFICATION PROGRAM SUBMISSION SEPTEMBER 2015 Murray State University Bulletin 2015-2016 www.murraystate.edu/academics/registrarsoffice/catalog_1516.aspx
More informationExample of a Well-Designed Course in: COMMUNICATION DISORDERS
Website: Designlearning.org Example of a Well-Designed Course in: COMMUNICATION DISORDERS Name: Jennifer C. Dalton, Ph.D. Name of Institution: Appalachian State University 1. Specific Context The subject
More informationGloria R. Brister Chair, Assistant Professor Department of Speech and Hearing Science
Curriculum Vitae Gloria R. Brister Chair, Assistant Professor Department of Speech and Hearing Science Delta State University Office Phone: 662-846-4112 1000 Sunflower Road Fax Number: 662-846-4099 P.O.
More informationMinnesota State University-Mankato Department of Speech, Hearing and Rehabilitation Services 103 Armstrong Hall Mankato, MN 56001 507-389-1414
1 Minnesota State University-Mankato Department of Speech, Hearing and Rehabilitation Services 103 Armstrong Hall Mankato, MN 56001 507-389-1414 Communication Disorders Programs of Study Bachelor s Degree
More informationNavigating the Maze of Speech Therapy Licensure in Arizona
Navigating the Maze of Speech Therapy Licensure in Arizona This booklet was created by members of the Arizona Speech-Language-Hearing Association (ArSHA) Executive Board with the financial support of a
More informationHow To Train An Audiologist
Indian Speech and Hearing Association Scope of Practice in Audiology & Speech-Language Pathology Statement of Purpose This document, drafted by the Indian Speech Language and Hearing Association (ISHA),
More informationCommunication Sciences and Disorders (Ph.D.) Communication Sciences and Disorders Admission Criteria
Communication Sciences and Disorders (Ph.D.) Communication Sciences and Disorders Admission Criteria Specific admission requirements for individual programs are listed with each program description. Applications
More informationMaria V. Dixon, M.A., CCC-SLP 402 Ridge Rd. #8 // Greenbelt, MD 20770 (301) 405-8083 mdixon@hesp.umd.edu
Maria V. Dixon, M.A., CCC-SLP 402 Ridge Rd. #8 // Greenbelt, MD 20770 (301) 405-8083 mdixon@hesp.umd.edu SUMMARY OF QUALIFICATIONS I am an accomplished Speech Language Pathologist with experience and expertise
More informationVannesa Mueller CURRICULUM VITAE
Vannesa Mueller CURRICULUM VITAE EDUCATION 2008 University of Iowa, Iowa City, IA Ph.D. in Speech and Hearing Science Dissertation: The Effects of a Fluent Signing Narrator in the Iowa E-Book on Deaf Children
More informationMASTER OF SCIENCE SPEECH, LANGUAGE, AND HEARING SCIENCES 2013-14. Student Handbook
MASTER OF SCIENCE in SPEECH, LANGUAGE, AND HEARING SCIENCES 201-14 Student Handbook The Cactus Book Department of Speech, Language, and Hearing Sciences The University of Arizona 111 E. 2 nd Street P.O.
More informationOUTLINE FOR SUBMITTING PROPOSALS TO REVISE PROGRAMS. I. Rationale The graduate Speech-Language Pathology program was reaccredited in 8/09 by the
Program Revision Guidelines EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS OUTLINE FOR SUBMITTING PROPOSALS TO REVISE PROGRAMS Use this outline to prepare proposals to revise existing programs,
More informationFrom the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide:
From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide: FOUNDATIONAL CONTENT REQUIREMENTS: Program content must be based on a broad foundation
More informationCOMMUNICATION DISORDERS
College of HSPH Lesli H. Cleveland, Chair 509.828.1376 www.ewu.edu/commdisorders 310 N. Riverpoint Blvd., Box B Spokane, WA 99202 BA Faculty: L. Cleveland, D. Fuller, R. Jackson, D. Nicholas, B. Peregoy,
More informationGeneral Information about CU-Boulder
1 University of Colorado Providing Academic and Research Excellence in the Science Field of Speech-Language Pathology Vernon B. Ingraham, 33, Grand Cross Executive Secretary Scottish Rite Foundation of
More informationSpecialization at the Masters Level: A New Program in Medical Speech-Language Pathology
Specialization at the Masters Level: A New Program in Medical Speech-Language Pathology Margaret Rogers, Ph.D. Speech and Hearing Sciences University of Washington New Medical SLP Master s Program Three
More informationCOMMUNICATION DISORDERS
Master o f Science COMMUNICATION DISORDERS www.newpaltz.edu/commdis/grad.html S TAT E U N I V E R S I T Y O F N E W Y O R K Overview The Graduate Program in Communication Disorders provides research-based
More informationUniversity of Connecticut -- Department of Communication Sciences Communication Disorders Division
University of Connecticut -- Department of Communication Sciences Communication Disorders Division Curriculum in Audiology Leading to Doctor of Audiology (AuD) Degree General Information: The Communication
More informationOctober 26, 2011 SYLLABUS: 2011-040
October 26, 2011 Helene Levenfus, Au.D. Board Chairperson Board of Speech-Language Pathology and Audiology 77 South High Street, 16th Floor Columbus, Ohio 43215-6108 SYLLABUS: 2011-040 1. For purposes
More informationRunning Head: SPEECH-LANGUAGE PATHOLOGIST 1
Running Head: SPEECH-LANGUAGE PATHOLOGIST 1 Job Title Speech-language pathologist General Overview Speech-language pathologists assess and treat individuals affected by a wide array of communication and
More informationCommunication Disorders and Deaf Education
Communication Disorders and Deaf Education Speech-Language Pathology (MS) Early Intervention in Deaf Education (MA) The department of communication disorders and deaf education offers a master of science
More information62 Hearing Impaired MI-SG-FLD062-02
62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development
More informationMICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention
More informationSecond Year Fall. Spring
Occupational Therapy Program Curriculum (3+3 Students = OTFY courses; first year only.) Please note, course descriptions are updated periodically. First Year Fall Credits GMOT 6110/OTFY 4110 Functional
More informationCOLLEGE OF PUBLIC SERVICE
COLLEGE OF PUBLIC SERVICE Departments School of Health Sciences Communicative Disorders Behavioral and Environmental Health Epidemiology and Biostatistics Health Policy and Management School of Policy
More informationCOMMUNICATION SCIENCES AND DISORDERS GUIDE FOR PROSPECTIVE STUDENTS
COMMUNICATION SCIENCES AND DISORDERS GUIDE FOR PROSPECTIVE STUDENTS Last updated online Oct. 25, 2013 Augustana College Rock Island, IL If my possessions would be taken from me with one exception I would
More informationWILLIAM PATERSON UNIVERSITY DEPARTMENT OF COMMUNICATION DISORDERS AND SCIENCES GRADUATE STUDENT HANDBOOK
WILLIAM PATERSON UNIVERSITY DEPARTMENT OF COMMUNICATION DISORDERS AND SCIENCES GRADUATE STUDENT HANDBOOK The graduate program is accredited by the Council on Academic Accreditation of the American Speech-
More informationSYLLABUS - COMD 6100 ADVANCED CLINICAL PRACTICUM IN SPEECH-LANGUAGE PATHOLOGY
SYLLABUS - COMD 6100 ADVANCED CLINICAL PRACTICUM IN SPEECH-LANGUAGE PATHOLOGY Instructor of Record: Anne Elsweiler, M.A., CCC-SLP Office: Lillywhite Bldg., Room 156 Phone: 435-797-1383 E-Mail Address:
More informationStudent Handbook. The Cactus Book
MASTER OF SCIENCE in SPEECH, LANGUAGE, AND HEARING SCIENCES 2014-15 Student Handbook The Cactus Book Department of Speech, Language, and Hearing Sciences The University of Arizona 111 E. 2 nd Street P.O.
More informationMaster of Arts, Counseling Psychology Course Descriptions
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
More informationDepartment of Health Sciences
Department of Health Sciences Below is a list of courses taught within the department of Health Sciences. This list is provided only as a reference and to provide context for what we offer. Please go to
More informationCategories of Exceptionality and Definitions
7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents
More informationSH732 FLUENCY DISORDERS Boston University - Spring, 2012 SYLLABUS
SH 732 / Fluency Disorders 1 SH732 FLUENCY DISORDERS Boston University - Spring, 2012 Diane Parris Constantino, MS CCC/SLP, BRS-FD Office Hours: Wednesdays; 1:00 2:00; Room 329. Teaching Assistant: Carolyn
More informationProgram in Communication Sciences & Disorders
KANSAS STATE UNIVERSITY Program in Communication Sciences & Disorders School of Family Studies & Human Services KSU SPEECH & HEARING CENTER 139 CAMPUS CREEK COMPLEX MANHATTAN, KANSAS 66506-7500 (785) 532-6879
More informationCANDIDACY SITE VISIT REPORT TEMPLATE (revised January 2011)
CANDIDACY SITE VISIT REPORT TEMPLATE (revised January 2011) Instructions: This template is designed to assist the site visit team in the development of the written candidacy site visit report. All sections
More informationSpeech-Language Pathology Programs Handbook 2015 2016
Speech-Language Pathology Programs Handbook 2015 2016 Speech-Language Pathology Welcome! Speech-Language Pathology (SLP) offers programs for individuals interested in becoming speech-language pathologists.
More informationREGULATIONS FOR THE DEGREE OF MASTER OF SCIENCE IN AUDIOLOGY (MSc[Audiology])
224 REGULATIONS FOR THE DEGREE OF MASTER OF SCIENCE IN AUDIOLOGY (MSc[Audiology]) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to
More informationCommunicative Disorders M.S. (Speech Pathology Concentration)
Print this Page Student ID: Student Name: Adviser Name: Catalog: 2013-2014 Graduate CatalogProgram: Communicative Disorders M.S. (Speech Pathology Concentration)Minimum Credits Required: Communicative
More informationUniversity of Houston Communication Sciences & Disorders Speech-Language Pathology Assistant Certificate Program Application Packet
PLEASE NOTE: You must be accepted into the SLPA Program through the UH Dept. of Communication Sciences and Disorders (ComD) before you apply to the University. If you are not accepted into the Department
More informationEssential Functions for Graduate Students in Speech-Language Pathology
Essential Functions for Graduate Students in Speech-Language Pathology Introduction The Grand Valley State University Department of Communication Sciences and Disorders speech-language pathology and audiology
More information4. PROGRAM REQUIREMENTS
TABLE OF CONTENTS iv 4. PROGRAM REQUIREMENTS 413.401: Introduction... 4-1 413.402: Definitions... 4-1 413.403: Eligible Members... 4-3 413.404: Provider Eligibility... 4-3 413.405: Services Provided by
More informationPreparation "Speech Language Pathologist Overview"
Speech Language Pathologist Overview The Field - Preparation - Day in the Life - Earnings - Employment - Career Path Forecast - Professional Organizations The Field Speech-language pathologists, sometimes
More informationCHAPTER 5. RULES OF PRACTICE SUBCHAPTER 5. INDIVIDUAL PROCEEDINGS
TITLE 690. BOARD OF EXAMINERS FOR SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGY CHAPTER 1. ADMINISTRATIVE OPERATIONS SUBCHAPTER 3. BOARD ORGANIZATION AND PROCEEDINGS 690:1-3-3. Forms The Board shall have such
More informationCOMMUNICATION SCIENCES AND DISORDERS 2014-2015 COURSE SCHEDULE DRAFT Version: 10-28-2014
COMMUNICATION SCIENCES AND DISORDERS 2014-2015 COURSE SCHEDULE DRAFT Version: 10-28-2014 COURSE TITLE FALL WINTER SPRING SUMMER GEN CMN 108-0 Communication Disorders MTThF 1-1:50 MTThF 1-1:50 Oehring Oehring
More informationSPECIFIC LEARNING DISABILITIES (SLD)
Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder
More informationPre-Requisite Information & Course Equivalency Forms Page 1 of 5
FREQUENTLY ASKED QUESTIONS ABOUT PRE-REQUISITES NECESSARY FOR ADMISSION TO THE MASTER S DEGREE IN COMMUNICATION SCIENCES & DISORDERS (SPEECH-LANGUAGE PATHOLOGY) 1. Do I have to have a Bachelor s Degree
More informationSAULT COLLEGE OF APPLIED ARTS AND TECHNOLOGY SAULT STE. MARIE, ONTARIO COURSE OUTLINE
SAULT COLLEGE OF APPLIED ARTS AND TECHNOLOGY SAULT STE. MARIE, ONTARIO COURSE OUTLINE COURSE TITLE: Communication Disorders CODE NO. : SEMESTER: 3 PROGRAM: AUTHOR: Occupational Therapist Assistant and
More informationGuidelines for Medical Necessity Determination for Speech and Language Therapy
Guidelines for Medical Necessity Determination for Speech and Language Therapy These Guidelines for Medical Necessity Determination (Guidelines) identify the clinical information MassHealth needs to determine
More information3030. Eligibility Criteria.
3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department
More informationCommunication Sciences and Disorders
Communication Sciences and Disorders Department of Communication Sciences and Disorders Phone: (540) 568-6440 Website: http://www.csd.jmu.edu Academic Unit Head Dr. Cynthia R. O Donoghue Graduate Program
More informationCollege of Education. Rehabilitation Counseling
* 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a working
More informationHow To Teach A Deaf Person
Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator
More informationCOLLEGE OF PUBLIC SERVICE
COLLEGE OF PUBLIC SERVICE Departments School of Health Sciences Communicative Disorders Behavioral and Environmental Health Epidemiology and Biostatistics Health Policy and Management School of Policy
More informationMONTANA BOARD OF REGENTS
MONTANA BOARD OF REGENTS LEVEL II REQUEST FORM Item No.: 138-1004-R0108 Date of Meeting: January 10-11, 2008 Institution: Program Title: The University of Montana - Missoula Request to Establish a Department
More informationCourses in College of Education SPECIAL EDUCATION COURSES (480, 489)
Courses in College of Education SPECIAL EDUCATION COURSES (480, 489) The expectations for graduate level Special Education enrollment is consistent with UW-Whitewater s guidelines and requires additional
More informationDEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS 3202 Eden Avenue 344 French East Building Cincinnati, Ohio 45267-0379 Fax 513-558-8500
UNIVERSITY OF CINCINNATI COLLEGE OF ALLIED HEALTH AND SCIENCES DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS 3202 Eden Avenue 344 French East Building Cincinnati, Ohio 45267-0379 Fax 513-558-8500
More informationSCHOOL OF NURSING AND HEALTH SCIENCES
180 School of Nursing and Health Sciences LA SALLE UNIVERSITY MISSION Consistent with Lasallian values, the mission of the School of Nursing and Health Sciences is to provide scientifically-based education
More informationMA IN REHABILITATION IN LANGUAGE AND SPEECH PATHOLOGY (TAUGHT IN BULGARIAN)
MA IN REHABILITATION IN LANGUAGE AND SPEECH PATHOLOGY (TAUGHT IN BULGARIAN) Brief presentation of the program: The program is aimed at training specialists in treatment of children, adolescents and adults
More informationDISTRICT OF COLUMBIA MUNICIPAL REGULATIONS for SPEECH- LANGUAGE PATHOLOGY
DISTRICT OF COLUMBIA MUNICIPAL REGULATIONS for SPEECH- LANGUAGE PATHOLOGY 1 CHAPTER 79 SPEECH-LANGUAGE PATHOLOGY Sections 7900 General Provisions 7901 Term of License 7902 Educational Requirements 7903
More informationUNIVERSITY OF LOUISIANA MONROE
Dear Prospective Student, I am pleased that you are interested in the Master's of Science in Speech-Language Pathology program at ULM. Our Speech-Language Pathology master s program is accredited by the
More informationSPECIAL EDUCATION AND DISABILITY STUDIES
SPECIAL EDUCATION AND DISABILITY STUDIES GRADUATE Master's programs Master of Arts in Education and Human Development in the field of early childhood special education (http:// bulletin.gwu.edu/education-human-development/mastersprogram/education-human-development-early-childhoodspecial-education)
More informationFrequently Asked Questions About the Master s Program in Speech-Language Pathology
Frequently Asked Questions About the Master s Program in Speech-Language Pathology What materials does the application process require? (1) GRE scores (2) Unofficial transcripts from all colleges/universities
More informationRubric for Evaluating North Carolina s Speech- Language Pathologists
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More information