Canadian Journal of Speech-Language Pathology and Audiology

Perspectives on the Academic and Clinical Education in Stuttering

 
Author(s) Robert Kroll
Thomas Klassen
Volume 31
Number 2
Year 2007
Page(s) 94-100
Language English
Category
Keywords stuttering
education
academic
preparation
clinical
speech-language
pathologists
universities
specialty
certification
Abstract Questionnaires were mailed to academic instructors in fluency disorders and clinical placement coordinators of all English language graduate programs in speech-language pathology in Canada. The survey, with a response rate of 92%, obtained data on in-class and placement activities related to stuttering. Three items of the survey were compared to those obtained from clinicians and reported in previous studies. Results revealed different ratings between clinicians and educators regarding the quality of academic and clinical preparation in fluency. Additionally, the curricula of surveyed university programs allocate only a small percentage of classroom hours for fluency disorders relative to other disorder areas, and have considerable variation with regard to the proportion of theoretical versus clinical issues covered. The findings point to a lack of sufficient clinical placements for students in stuttering treatment. Several suggestions for addressing the identified concerns are presented, including specialty postgraduate mentoring and training, as well as specialty certification.



Les professeurs spécialisés dans les troubles de fluidité et les responsables de la formation clinique de tous les programmes anglais d’études supérieures en orthophonie au Canada ont reçu un questionnaire sur les activités en classe et en stage liées au bégaiement. Le sondage a obtenu un taux de réponse de 92 %. Trois éléments du sondage ont été comparés à ceux d’études précédentes menées auprès de cliniciens. Les résultats révèlent un classement différent entre les cliniciens et les éducateurs concernant la qualité de la préparation universitaire et clinique en matière de fluidité. De plus, le cursus des programmes universitaires interrogés alloue un nombre réduit d’heures en classe sur les troubles de fluidité comparativement à d’autres troubles. Il varie aussi considérablement entre la proportion de contenu théorique par rapport au contenu clinique. Les résultats font ressortir une pénurie de stages cliniques spécialisés dans le traitement du bégaiement pour les étudiants. Plusieurs suggestions ont été formulées pour régler les préoccupations avancées, y compris un programme de mentorat et de formation spécialisés au niveau d’études supérieures ainsi qu’un agrément pour une spécialité.
Record ID 944
Link http://cjslpa.ca/files/2007_CJSLPA_Vol_31/No_02_70-108/Kroll_Klassen_CJSLPA_2007.pdf
 
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