Abstract
ABSTRACT Purpose: to discuss the speech-language-hearing pathologist’s training to work in education, based on the report from speech-language-hearing students. Methods: a total of 29 students in the seventh semester of the Speech-Language-Hearing program at two higher education institutions participated in this study. The questionnaire used was developed specifically for this study. It comprised open- and closed-ended questions on the profile of the students and their training to work in educational settings. Data were also collected on the syllabi of the courses related to Educational Speech-Language-Hearing Pathology at both institutions. The data were quantitatively and qualitatively analyzed. Results: the results indicated that the summed course load of the education-related courses is low, and their syllabi do not cover important aspects for the speech-language-hearing training aimed at the work in education. Also, the students reported that most of the practical activities took place in kindergarten or elementary school, with objectives related to a medical-centered view. The students also pointed out the need for improvements in the speech-language-hearing training to work in education. Conclusion: the students reported that their training should involve a broader course load, as well as contents and experiences to help them to consciously, critically, and responsibly join the educational setting.
Highlights
Studies approaching the speech-language-hearing (SLH) pathologist’s professional training generally point out that it bears the marks and traces of a predominantly rehabilitating focus, favoring clinical settings
The questionnaire used was developed for this study. It comprised open- and closed-ended questions on the profile of the students and their training to work in educational settings
Results: the results indicated that the summed course load of the education-related courses is low, and their syllabi do not cover important aspects for the speech-language-hearing training aimed at the work in education
Summary
Studies approaching the speech-language-hearing (SLH) pathologist’s professional training generally point out that it bears the marks and traces of a predominantly rehabilitating focus, favoring clinical settings. They refer that, to train professionals capable of working in line with the principles of comprehensiveness, universality, equity, decentralization, and community participation proposed by the Brazilian Sistema Único de Saúde (Public Health System), the training practices should transcend the specialized, curative assistance model centered only on outpatient and hospital care – which, still today, predominates in SLH Sciences university programs[1,2]. Recent studies in the field point to the urgency of reflecting on what has been proposed for both initial and continued education, as well as in-service training of SLH pathologists who have been working in this field[3,4,5,6,7]. The document evolved from Resolution no. 309/20059, which deals with the work of the SLH pathologist in preschool, K-12, special education, and higher education, with an essentially preventive approach
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