Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies 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 ... Article
Article  |   December 15, 2017
Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies
Author Affiliations & Notes
  • Linda I. Rosa-Lugo
    College of Health and Public Affairs, Department of Communication Sciences and Disorders, University of Central Florida, Orlando, FL
  • Florin M. Mihai
    College of Arts and Humanities, Department of Modern Languages and Literature, University of Central Florida, Orlando, FL
  • Joyce W. Nutta
    College of Education and Human Performance, School of Teaching, Learning, and Leadership, University of Central Florida, Orlando, FL
  • Disclosures
    Disclosures ×
  • Financial: Linda I. Rosa-Lugo has no relevant financial interests to disclose. Florin M. Mihai has no relevant financial interests to disclose. Joyce W. Nutta has no relevant financial interests to disclose.
    Financial: Linda I. Rosa-Lugo has no relevant financial interests to disclose. Florin M. Mihai has no relevant financial interests to disclose. Joyce W. Nutta has no relevant financial interests to disclose.×
  • Nonfinancial: Linda I. Rosa-Lugo has no relevant nonfinancial interests to disclose. Florin M. Mihai has no relevant nonfinancial interests to disclose. Joyce W. Nutta has no relevant nonfinancial interests to disclose.
    Nonfinancial: Linda I. Rosa-Lugo has no relevant nonfinancial interests to disclose. Florin M. Mihai has no relevant nonfinancial interests to disclose. Joyce W. Nutta has no relevant nonfinancial interests to disclose.×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Professional Issues & Training / Part 3
Article   |   December 15, 2017
Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies
Perspectives of the ASHA Special Interest Groups, December 2017, Vol. 2, 103-121. doi:10.1044/persp2.SIG14.103
History: Received July 12, 2017 , Revised October 16, 2017 , Accepted October 17, 2017
Perspectives of the ASHA Special Interest Groups, December 2017, Vol. 2, 103-121. doi:10.1044/persp2.SIG14.103
History: Received July 12, 2017; Revised October 16, 2017; Accepted October 17, 2017

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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