Education and Research SLP, Term Paper Example

The field of Speech Language Pathology (SLP) is represented by a knowledgeable and experienced group of individuals that support the development of successful frameworks and provide exemplary leadership to teams in this specialty area. SLP is an important and meaningful field for many different reasons and represents a means of improving speech and language difficulties for many people across different age groups who face these challenges as a result of genetics, illness, accidents, or experiences. It is important to develop a greater understanding of SLP and the educational component of this practice in order to achieve effective outcomes in teaching and presentation. Speech Language Pathology provides enhanced therapies to individuals who experience speech and language difficulties for various reasons across many different age groups. From an educational perspective, it is important to develop a greater understanding of the elements that contribute to successful outcomes for professionals in the SLP field in their efforts to provide successful treatment to their patients. The following discussion will address these objectives in greater detail and will emphasize the importance of different ideas and approaches to Speech Language Pathology from the perspective of a key leader in this area who works in providing education and guidance to other professionals. This interview will shed some light regarding the impact of different strategies and techniques on the effectiveness of Speech Language Pathologists as service providers for these patients.

The individual that was interviewed is the Manager of SLP Services and earned a Master’s Degree in Speech Language Pathology. She has fifteen years of experience in this field and has been the manager of this department for the past six years. In her role, she has been responsible for scheduling and various human resource activities, in addition to serving as the educational arm for the department in order to stimulate knowledge for this group. In this capacity, the manager identifies continuing education and clinical training for the SLP group in order to enhance their capabilities in this field. According to prior research, this is best enhanced through the utilization of clinical educators who provide presentations and other training modules as the need fits to enhance educational opportunities for this group of professionals (Simpson and Subramanian, 2011).

Clinical education is one of the key areas of consideration for speech language pathologists because it provides additional support for the development of new ideas and approaches to treatment in this area of focus (Waller, 2012). Speech language pathology is a key fixture in school districts to provide support to students with speech and language difficulties; therefore, it is important to recognize these considerations and to expand training regarding new and emerging trends to achieve effective outcomes (Waller, 2012). The leader addressed the demand for expanded education along with budgetary constraints, which are a critical component of the education that is provided to SLPs within the department. Therefore, it is not surprising that the department struggles from time to time in the development of its protocol to expand education and must continuously find new methods of expanding education and training in a cost effective manner.

There are significant challenges associated with the development of a successful protocol for education and training in speech language pathology that also coincides with the creation of new tools to meet the demand for these services within specific communities. With this perspective in mind, it is important to recognize that there is a significant opportunity to enhance the development of new ideas and approaches to training and education that will positively impact these professionals and their clients in different forms.

It is known that education and training for speech language pathologists must explore the following dimensions of the practice: “Current research supports the interrelationships across the language processes of listening, speaking, reading, and writing. SLPs contribute significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings” (American Speech-Language-Hearing Association, 2010). In this capacity, the manager noted that the department struggles to some degree because they find it difficult to secure the resources that are necessary to meet demand and to produce viable outcomes for the organization and its clients. Therefore, they struggle with education and training in different capacities, in spite of their best efforts to accomplish these objectives.

The manager noted that research-based objectives are also a key priority of the department and require an ongoing means of evaluating specific areas where research would benefit the field. In this context, research may be a challenging process, but it provides additional insight into the different elements which contribute to successful outcomes for this group, particularly in areas where there are gaps in knowledge and clinical training that would benefit from these practices (Molfenter et.al, 2009). This is an important opportunity to explore the dimensions of research with small groups to develop new ideas and stimulate knowledge in a capacity that supports effective outcomes and approaches to the expansion of services for clients who require these services (Molfenter et.al, 2009). There is a continuous evaluation in place of the different perspectives that contribute to this practice and how these influence outcomes, while also reflecting upon the nature of training and education in the field of speech-language pathology in order to accomplish the desired objectives in this field (Molfenter et.al, 2009). The manager interviewed for this discussion also supports the ongoing development of new research-based objectives, given the constraints of the department to accomplish these tasks and to in achieving desirable results.

In evaluating the conditions surrounding the department and its speech language pathology presence, it is important to make a comparison between these services and those provided within the industry to determine where the department stands in its own efforts to remain abreast of trends and other factors in the field of speech language pathology. These findings are summarized in the following table:

References

American Speech-Language-Hearing Association (2010). Roles and responsibilities of speech- language pathologists in schools. Retrieved from http://www.asha.org/docs/pdf/PI2010-00317.pdf

Molfenter, S.M., Ammoury, A., Yeates, E.M., and Steele, C.M. (2009). Decreasing the knowledge-to-action gap through research-clinical partnerships in speech-language pathology. Canadian Journal of Speech-Language Pathology and Audiology, 33(2), 82-88.

Simpson, J., and Subramanian, A. (2011). Administration: Promotion and clinical faculty in speech-language pathology and audiology. Perspectives on School-Based Issues, 21(3), 79-86.

Waller, J. (2012). Preparing speech-language pathology students for school-based practice: the importance of graduate clinical experiences in universally designed classrooms. Perspectives on School-Based Issues, 13(4), 130-135.