Abstract
Speech-language pathologists (SLPs) are required to acquire critical knowledge, skills, and clinical experience to serve English learners (ELs) in school settings with disabilities in language, learning, and literacy. To provide students with appropriate academic and clinical preparation, three colleges at the University of Central Florida (Health & Public Affairs, Education and Human Performance, and Arts and Humanities) collaborated to create a new interdisciplinary specialization in school speech-language pathology. This specialization focused on English Speakers of Other Languages (ESOL) standards and competencies to address the needs of ELs and provide educationally relevant experiences for students. Interprofessional education (IPE) and collaborative practice (IPP) frameworks guided the development of clinically oriented academic coursework and internships to prepare SLPs to integrate evidenced-based training with practice. This qualitative study examined the perceptions of 40 graduate students, who participated in a personnel preparation program focused on preparing SLPs to work with ELs and ELs with a communication disorder.
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