Perspectives on Preparing Graduate Students To Provide Educationally Relevant Services in Schools

2010 ◽  
Vol 11 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Debbie Elledge ◽  
Emily Hasselbeck ◽  
Amy Hobek ◽  
Sandra Combs ◽  
Lesley Raisor-Becker ◽  
...  
Keyword(s):  
Regular Education ◽  
Graduate Programs ◽  
School Setting ◽  
Speech Language Pathologists ◽  
Constant Attention ◽  
School Based ◽  
Children And Parents ◽  
Critical Skills ◽  
The Way

Abstract Working in the schools today requires more than the skills and knowledge for addressing the communication and swallowing disorders that children exhibit. With changes in the way speech-language pathologists (SLPs) perceive themselves and their purpose within their school setting, there must also be changes in the way graduate programs prepare the next generation of school-based speech-language pathologists. This paper addresses those critical skills that will enable school-based SLPs to work within and help to create a school culture that embodies (a) flexibility in service delivery; (b) constant attention to promoting children's successful performance within the regular education curriculum; (c) collaboration among professionals, children, and parents; (d) advocacy for the highest quality services to children and the expanding role of the SLP in that effort; and (e) using evidence to support clinical practice. We will also address what university graduate programs can do to support the development of those skills.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

Parents’ Speech and Children’s Stuttering: A Critique of the Literature

1995 ◽  
Vol 38 (5) ◽  
pp. 978-989 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Mishelle Rudzinski
Keyword(s):  
Critical Review ◽  
Convincing Evidence ◽  
Future Research ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Question Asking ◽  
Speech Behaviors ◽  
Role Of Parents ◽  
The Way

The role of parents in relation to their children’s stuttering has been of great interest to speech-language pathologists for more than 50 years. As part of treatment, speech-language pathologists frequently advise parents to modify their speech behaviors when talking with their children. For example, parents are often told to speak more slowly and to refrain from interrupting or questioning the child excessively. Given the commonness of this advice, it is important to examine the research upon which it is based. This article contains a critical review of the literature concerning the role of parents’ speech behaviors (e.g., rate, interruptions, question-asking) in relation to their children’s stuttering. Published studies are reported and analyzed in order to determine the extent to which parents may affect their children’s stuttering through their own speech behaviors. The review indicates that there is little convincing evidence to support the view that parents of children who stutter differ from parents of children who do not stutter in the way they talk with their children. Similarly, there is little objective support for the argument that parents’ speech behaviors contribute to children’s stuttering or that modifying parents’ speech behaviors facilitates children’s fluency. Implications for treatment and for future research are discussed.

Strengthening grief support for adolescents coping with a peer’s death

2011 ◽  
Vol 32 (2) ◽  
pp. 144-162 ◽  
Author(s):  
David E. Balk ◽  
Donna Zaengle ◽  
Charles A. Corr
Keyword(s):  
Adolescent Development ◽  
School Setting ◽  
Developed Countries ◽  
Disenfranchised Grief ◽  
Life Crisis ◽  
School Based ◽  
Grief Support

This article offers suggestions for strengthening school-based grief support following an adolescent’s death. Such interventions must be considered within the context of: (a) development during adolescence; (b) the role of peers in adolescent development; and (c) the fact that an adolescent peer’s death is a non-normative life crisis in developed countries. Review of those three topics leads to an overview of death during adolescence; an exploration of adolescent bereavement, grief, and mourning; consideration of disenfranchised grief in relation to an adolescent peer’s death; and an integration of this foundational knowledge in supporting bereaved adolescents within a school setting.

Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury

2020 ◽  
Vol 41 (02) ◽  
pp. 195-208
Author(s):  
Katy H. O'Brien
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Best Practice ◽  
Speech Language Pathologists ◽  
School Based ◽  
Assessment And Treatment ◽  
Knowledge Barriers ◽  
Flexible Knowledge

AbstractSchool-based speech-language pathologists (SLPs) can play an important role in the recovery of children who have sustained a mild traumatic brain injury (mTBI). Two types of knowledge barriers are described here that impact the beliefs and ability of SLPs to respond to the needs of these students. Foundational knowledge is relatively stable over time, and encompasses basic definitions and understanding of the injury. In contrast, flexible knowledge addresses clinical management, including assessment and treatment, and should be regularly updated to align with current best practice recommendations. Clinicians are sensitive to this difference, seeking clinically applicable continuing education. However, general poor understanding of pediatric mTBI paired with rapidly advancing research in the field has led to widespread inaccuracies in both foundational and flexible knowledge. Suggestions are provided for educational initiatives and for advocacy of the role of SLPs in the care of students with mTBI.

Childhood Chronic Illnesses in the Schools

2019 ◽  
pp. 3-18
Author(s):  
Kimberly Rennie ◽  
Madeline Racine ◽  
Van Michelle Ruda
Keyword(s):  
School Setting ◽  
Chronic Illnesses ◽  
Medical Conditions ◽  
Symptom Presentation ◽  
Case Examples ◽  
School Based ◽  
Education Of Students ◽  
Appropriate Education ◽  
Healthcare Need

Approximately one in five schoolchildren presents with a special healthcare need. Schools are tasked with providing free and appropriate education to all students, which may include both accommodations and specialized services to children to address challenges associated with their medical conditions. The first chapter of this book provides a brief overview of types of presenting conditions, challenges, and considerations that school-based providers may encounter when working with this population of students. The chapter includes a table of common medical terms, procedures, and treatments. Several case examples with accompanying discussions are described to illustrate common themes, challenges, and considerations that students with chronic medical conditions may encounter in the school setting. Finally, the role of culture in the symptom presentation, treatment, and education of students with chronic health needs is discussed.

Getting into the Classroom and Making it Work!

1990 ◽  
Vol 21 (2) ◽  
pp. 110-113 ◽  
Author(s):  
Susan S. Christensen ◽  
Catherine H. Luckett
Keyword(s):  
School District ◽  
Service Delivery ◽  
Elementary Students ◽  
Regular Education ◽  
Speech Language Pathologists ◽  
San Luis ◽  
School Based ◽  
Whole Class ◽  
Unified School District

Since 1988, speech-language pathologists of the San Luis Coastal Unified School District (San Luis Obispo, California) have met the needs of some elementary students with speech-language IEPs by providing "whole class" language experiences in the regular education classroom. This paper provides techniques that the authors have found effective in this type of service delivery and suggestions to aid other school-based speech-language professionals in initiating such a model.

scholarly journals School-based programs for promoting physical activity and fitness in children and adolescents

2017 ◽  
Vol 4 (1) ◽  
pp. 81-82
Author(s):  
Anne Wareing
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
High Risk ◽  
Children And Adolescents ◽  
School Setting ◽  
Endocrine Disorders ◽  
Bleeding Disorders ◽  
School Based ◽  
Bleeding Episodes

Abstract Rates of obesity are rising in the general population. People with haemophilia are at high risk for being overweight or obese, and may benefit from physical activity-based interventions. The school setting is an ideal environment to implement physical activity-based interventions as it greatly influences the first two decades of life. However, there is a lack of knowledge about the benefits of exercise for managing haemophilia, as well as possible restriction of physical activity by parents or carers due to a fear of increasing the number of bleeding episodes. Furthermore, schools and teachers may be uncertain of how to integrate physical activity for children with bleeding disorders. This article summarises the Cochrane Metabolic and Endocrine Disorders Group systematic review on ‘school-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18 and considers published literature about the role of physical activity within haemophilia.’

scholarly journals MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING

2017 ◽  
Vol 6 (2) ◽  
pp. 213
Author(s):  
Paulus Kuswandono
Keyword(s):  
Professional Learning ◽  
School Setting ◽  
English Teachers ◽  
Mentor Teachers ◽  
Emotional Engagement ◽  
Professional Experiences ◽  
School Based ◽  
Teachers Beliefs ◽  
Qualitative Data Analysis Software

Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

Role of the nurse immuniser in implementing and maintaining the National Human Papillomavirus 'Cervical Cancer' Vaccine rollout through a school-based program in Victoria

Sexual Health ◽  
2010 ◽  
Vol 7 (3) ◽  
pp. 391 ◽  
Author(s):  
Helen Kent ◽  
Margaret E. Heffernan ◽  
Julie Silvers ◽  
Elya Moore ◽  
Suzanne M. Garland
Keyword(s):  
Human Papillomavirus ◽  
School Setting ◽  
Human Papillomavirus Vaccine ◽  
School Based ◽  
National Human ◽  
Cervical Cancer Vaccine ◽  
Ongoing Assessment ◽  
Papillomavirus Vaccine ◽  
Physical Layout

In an effort to understand the strengths and limitations of current approaches to human papillomavirus vaccine (HPV) delivery in schools, we conducted an audit of nurse immunisers (NI). In this survey of 159 Victorian NI, the NI perceived that knowledge, safety and side effects were among the most important issues raised by parents, schoolgirls, and teachers in the school setting. The most common concern identified by NIs was the physical layout of the vaccination setting (41%), followed by safety, then knowledge of the vaccine. There is a need for ongoing assessment of factors that improve or impede the delivery of HPV vaccines.

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