The Penn State Partnerships in AAC Pro ject: A Multidisciplinary Preservice Program for Speech Language Pathologists and Special Education Teachers

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

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Sharing Expository Texts with Preschool Children in Special Education

Perspectives on Language Learning and Education ◽

10.1044/lle22.3.93 ◽

2015 ◽

Vol 22 (3) ◽

pp. 93-102 ◽

Cited By ~ 2

Author(s):

Allison Breit-Smith ◽

Jamie Busch ◽

Ying Guo

Keyword(s):

Special Education ◽

Preschool Children ◽

Language Impairment ◽

Listening Comprehension ◽

Expository Texts ◽

Speech Language Pathologists ◽

Narrative Texts ◽

Preschool Special Education ◽

Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

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Learning Disabilities: Preservice Preparation of General and Special Education Teachers

10.1044/policy.rp1998-00127 ◽

1998 ◽

Author(s):

Keyword(s):

Special Education ◽

Learning Disabilities ◽

Special Education Teachers ◽

Preservice Preparation

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Peranan dan Cabaran Guru-Guru Pendidikan Khas Membentuk Kemenjadian Murid-Murid Masalah Pendengaran dalam Abad ke 21

Journal of Quran Sunnah Education & Special Needs ◽

10.33102/jqss.vol2no1.10 ◽

2018 ◽

Vol 2 (1) ◽

pp. 1-8

Author(s):

Siti Muhibah Hj Nor ◽

Zetty Nurzuliana Rashed

Keyword(s):

Special Education ◽

Student Development ◽

Special Education Teachers ◽

Personal Development ◽

Well Being ◽

Academic Excellence ◽

Hearing Impairments ◽

Medical Expert ◽

National Transformation

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel ini merupakan kertas konsep yang akan membincangkan mengenai peranan dan cabaran guru-guru Pendidikan Khas dalam membentuk kemenjadian murid-murid masalah pendengaran. Ia selaras dengan kehendak Tranformasi Nasional 2050 (TN50) yang memberi fokus untuk melahirkan kemenjadian murid sebagai salah satu aspirasi untuk memacu negara di masa akan datang. Dalam membentuk kemenjadian murid, pencapaian akademik yang cemerlang bukanlah merupakan fokus utama tetapi murid perlu dididik secara holistik untuk melahirkan warga negara Malaysia yang bertanggungjawab, berpengetahuan, berakhlak dan mampu mencapai kesejahteraan diri. Dalam aspek ini murid-murid masalah pendengaran memerlukan pendidikan yang sesuai mengikut tahap kemampuan mereka. Justeru guru-guru Pendidikan Khas perlu mempersiapkan diri dengan pelbagai pengetahuan, kepakaran dan kemahiran untuk mencapai aspirasi negara. Selain itu, kerjasama, kolaborasi dan sokongan daripada ibu bapa, pentadbir sekolah, pakar perubatan dan masyarakat amat diperlukan.

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