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A Community Model for Training Bilingual Paraprofessionals/ Professionals in Speech-Language Pathology Kathleen M. Murphy M. Jeanne Wilcox Arizona State.

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Presentation on theme: "A Community Model for Training Bilingual Paraprofessionals/ Professionals in Speech-Language Pathology Kathleen M. Murphy M. Jeanne Wilcox Arizona State."— Presentation transcript:

1 A Community Model for Training Bilingual Paraprofessionals/ Professionals in Speech-Language Pathology Kathleen M. Murphy M. Jeanne Wilcox Arizona State University Kathleen A. Moore Scottsdale Community College

2 Understanding the problem Growing Hispanic population in Arizona 1 22% of Arizona population is of Hispanic origin 47.8% speak Spanish in the home Critical shortages of SLPS in Arizona 2 46% school districts report a vacancy 20% school districts have > three vacancies Acute shortage of qualified bilingual SLPs in Arizona 2 In Arizona bilingual SLPs serve needs of > 10,000 bilingual children (estimate) who may have speech-language disorders 35% SLPs report a significant percentage of their caseload speaks English as second language 1 U.S. Census Bureau (September, 1998). Statistical Abstract of the United States. 2 Arizona Department of Education/Exceptional Student Services (March, 1999).

3 Critical steps in developing a solution Identify partners who recognize need for more SLP personnel and are able to play a critical role in the development of training program Establish a forum in which partners can explain differences in policies, express concerns and needs, and develop broad solutions. Outline roles and expectations of each partner Develop prototype training programs Implement marketing strategy to: Recruit students, instructors, and clinical supervisors Increase general public awareness of bilingual issues, training programs & community partnership solution

4 The community partners The Infant Child Research Program in the Department of Speech and Hearing Science, Arizona State University Office for Exceptional Student Services, State of Arizona Department of Education Scottsdale Community College, Maricopa Community College District Seven local public school districts representative of inner city and rural regions who serve primarily impoverished, minority language children

5 The roles and contributions of each partner Arizona State University Implement graduate level training program Develop continuing educational opportunities Arizona Department of Education Increase funding for paraprofessional program Address equity and licensing issues Scottsdale Community College Implement a more responsive paraprofessional program Develop a state-wide, cooperative distance learning option School district partners Identify and support individuals for various training opportunities Nominate personnel to serve as clinical/academic instructors

6 Considering the needs of students in the paraprofessional program for speech-language pathology assistants (SLA) Flexibility Evening classes due to work restraints Employer support during clinical training Convenient locations Financial assistance Child care and transportation stipends Tuition and book scholarships Academic support Mentoring for first time post-secondary student Supplemental instruction in English and math in order to meet program/ college entrance standards

7 Responding to student needs: General SLA program information Program description: Two training program options Associate of Applied Science Degree Minimum 64 credits in technical and general education transferable to 4 year institution Certificate program Total 25 credits in technical courses/ clinical training Instructional options: Core technical course offerings at two metropolitan community college campuses Distance learning courses through various instructional modes- blackboard, video instruction

8 Enrolling in the SLA program: A close look at the curriculum Complete English 101 and basic math course General Technical Training Normal speech, language & hearing development Anatomy and physiology of speech and hearing Introduction to communication disorders Language disorders Speech disorders Aural rehabilitation/ Augmentative communication Modifying communicative behaviors Clinical practicum 150 hours to be completed in 1-2 semesters under the supervision of an certified SLP Minimum 6 hours instruction per course in issues related to serving ESL children

9 Preparing professionals: The graduate level training program Eligibility: Meet admission criteria for ASU graduate program in communication disorders; state interest and document experience working with multicultural child populations. Second language fluency preferred but not required. Program size: Admit 5- 7 graduate students/ year Financial support: Federal and state funds provide student support including tuition and partial book scholarships, stipend and expenses to attend one national conference annually. Obligations: Agree to “pay back” financial support by working with children years in school setting.

10 The graduate program: The curriculum and clinical training Complete core course work to meet ASHA certification Additionally complete specialty courses to prepare students to work with multicultural populations including: Communication Disorders and Multicultural Populations Spanish Speech and Language Acquisition Bilingual Speech-Language Pathology in the Schools The Teaching of English as a Second Language Participate in two-year clinical training program in public schools working with licensed bilingual SLPs First year: Provides once-a-week opportunity for graduate student to learn from 7 different school settings. Students spend one month training w/ SLPs in each of the district partners’ schools. Second year: Students complete two public school internships selecting from previous experiences.

11 Recognizing the needs of the SLP working in the public schools More than 60 different languages are spoken by families within Phoenix metropolitan area Most SLPs are monolingual English-speakers with minimal training in how to serve children with communication disorders who speak English as a second language Typically serve children’s needs through use of interpreters 25% have no one to assist them in serving ESL children Few available, published resources to assist in assessment and intervention planning for population Limited local opportunities for continuing education

12 Responding to the needs of the licensed practicing clinician Three opportunities developed specifically for local clinicians to further working knowledge and skills: Enroll specialty graduate coursework Offered once a week in the late afternoon to make it more convenient for working clinicians Seek and share clinical resources A listing of recommended web sites and newly available clinical tools are included in mailings and promoted through local columns Attend annual workshop in bilingual issues Given by nationally recognized expert and sponsored by university partner; open to all practicing clinicians

13 The community partnership: Looking to the future Implement paraprofessional training program statewide through distance learning options Work with ArSHA to develop more training opportunities for licensed professionals Create and maintain local website to support professionals paraprofessionals who work with children with limited English proficiency Support the ADE and school districts in their efforts to develop more equity in pay scales and professional development career ladders

14 For further information, please visit our website. Infant Child Research Programs Arizona State University P.O. Box Tempe, Arizona PHONE:


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