Student preparation for professional practice in early intervention

Jennifer R. Francois, Kathy L. Coufal, Anu Subramanian

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

The preparation of students for professional practice in the field of early intervention has changed as a result of mandates through Part C, Individuals With Disabilities Education Act (IDEA). The purpose of this survey research was to describe the knowledge and skill areas, specific to early intervention, included in pre-professional curricula and clinical practice education of future speech-language pathologists (SLPs). American Speech-Language-Hearing Association/Council on Academic Accreditation accredited programs were invited to participate in the online survey. Of the 248 initial requests for information, 109 surveys were completed. Results revealed limited exposure for students to curricular content and clinical practica that focused on the knowledge and skills necessary for professionals working in Part C IDEA settings. Programs indicated that barriers to the inclusion of such content and clinical practice experiences included funding, access to faculty and staff, and limited practice settings. Implications and future directions are discussed.

Original languageEnglish (US)
Pages (from-to)177-186
Number of pages10
JournalCommunication Disorders Quarterly
Volume36
Issue number3
DOIs
Publication statusPublished - May 27 2015

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Keywords

  • Individualized Family Service Plan (IFSP)
  • age
  • birth to 3 years
  • designs
  • evidence-based practices
  • professional policy/licensure/certification
  • qualitative
  • research
  • service delivery
  • speech-language pathologists (SLPs)
  • survey

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing

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