Abstract
The aim of this study was to increase understanding of what is considered key information for entry-level speech-language pathologists (SLPs) serving children who are DHH. Specifically, this study explored skills and strategies that could be integrated into SLP graduate curriculum to increase entry-level provider confidence and knowledge. An online survey was distributed to providers of the DHH within the United States and included a) key skills and strategies recommended for entry-level providers serving children who are DHH b) barriers experienced by entry-level providers and c) demographics. The skills and strategies that emerged as most important according to participants (n=63) can be applied to populations outside of children who are DHH (i.e., understanding language development). Therefore, it is recommended that graduate programs incorporate exposure to the DHH population into courses and clinical opportunities that already exist within the curriculum to increase entry-level provider confidence in effectively serving this population.
Recommended Citation
Blaiser, K. Daw, H. Richlin, B. & Gallup, J. (2024). Supporting Entry-Level Speech-Language Pathologists who Serve Children who are Deaf or Hard-of-Hearing in Early Intervention. Journal of Early Hearing Detection and Intervention, 9(2), 19-34. DOI: https://doi.org/10.26077/fc78-4940
Retrieved from https://digitalcommons.usu.edu/jehdi/vol9/iss2/3
Included in
Early Childhood Education Commons, Higher Education Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
