A Community Model for Training Bilingual Paraprofessionals/

Professionals in Speech-Language Pathology

Kathleen M. Murphy M. Jeanne Wilcox

Arizona State University

Kathleen A. MooreScottsdale Community College

Understanding the problem

Growing Hispanic population in Arizona1

22% of Arizona population is of Hispanic origin 47.8% speak Spanish in the home

Critical shortages of SLPS in Arizona 2

46% school districts report a vacancy 20% school districts have > three vacancies

Acute shortage of qualified bilingual SLPs in Arizona 2

In Arizona 25-50 bilingual SLPs serve needs of > 10,000 bilingual children (estimate) who may have speech-language disorders

35% SLPs report a significant percentage of their caseload speaks English as second language

1 U.S. Census Bureau (September, 1998). Statistical Abstract of the United States.2 Arizona Department of Education/Exceptional Student Services (March, 1999).

Critical steps in developing a solution

Identify partners who recognize need for more SLP personnel and are able to play a critical role in the development of training program

Establish a forum in which partners can explain differences in policies, express concerns and needs, and develop broad solutions.

Outline roles and expectations of each partner Develop prototype training programs Implement marketing strategy to:

Recruit students, instructors, and clinical supervisors Increase general public awareness of bilingual issues,

training programs & community partnership solution

The community partners

The Infant Child Research Program in the Department of Speech and Hearing Science, Arizona State University

Office for Exceptional Student Services, State of Arizona Department of Education

Scottsdale Community College, Maricopa Community College District

Seven local public school districts representative of inner city and rural regions who serve primarily impoverished, minority language children

The roles and contributions of each partner

Arizona State University Implement graduate level training program Develop continuing educational opportunities

Arizona Department of Education Increase funding for paraprofessional program Address equity and licensing issues

Scottsdale Community College Implement a more responsive paraprofessional program Develop a state-wide, cooperative distance learning option

School district partners Identify and support individuals for various training

opportunities Nominate personnel to serve as clinical/academic instructors

Considering the needs of students in the paraprofessional program for

speech-language pathology assistants (SLA)

Flexibility Evening classes due to work restraints Employer support during clinical training Convenient locations

Financial assistance Child care and transportation stipends Tuition and book scholarships

Academic support Mentoring for first time post-secondary student Supplemental instruction in English and math in order to

meet program/ college entrance standards

Responding to student needs:General SLA program information

Program description: Two training program options Associate of Applied Science Degree Minimum 64 credits in technical and general education transferable to 4 year institution Certificate program Total 25 credits in technical courses/ clinical training

Instructional options: Core technical course offerings at two metropolitan

community college campuses Distance learning courses through various instructional

modes- blackboard, video instruction

Enrolling in the SLA program: A close look at the curriculum

Complete English 101 and basic math course General Technical Training

Normal speech, language & hearing development Anatomy and physiology of speech and hearing Introduction to communication disorders Language disorders Speech disorders Aural rehabilitation/ Augmentative communication Modifying communicative behaviors Clinical practicum 150 hours to be completed in 1-2 semesters under

the supervision of an certified SLP Minimum 6 hours instruction per course in issues related to

serving ESL children

Preparing professionals:The graduate level training program

Eligibility: Meet admission criteria for ASU graduate program in communication disorders; state interest and document experience working with multicultural child populations. Second language fluency preferred but not required.

Program size: Admit 5- 7 graduate students/ year Financial support: Federal and state funds provide

student support including tuition and partial book scholarships, stipend and expenses to attend one national conference annually.

Obligations: Agree to “pay back” financial support by working with children 3- 21 years in school setting.

The graduate program: The curriculum and clinical training

Complete core course work to meet ASHA certification Additionally complete specialty courses to prepare

students to work with multicultural populations including:

Communication Disorders and Multicultural Populations Spanish Speech and Language Acquisition Bilingual Speech-Language Pathology in the Schools The Teaching of English as a Second Language

Participate in two-year clinical training program in public schools working with licensed bilingual SLPs First year: Provides once-a-week opportunity for graduate

student to learn from 7 different school settings. Students spend one month training w/ SLPs in each of the district partners’ schools.

Second year: Students complete two public school internships selecting from previous experiences.

Recognizing the needs of the SLPworking in the public schools

More than 60 different languages are spoken by families within Phoenix metropolitan area

Most SLPs are monolingual English-speakers with minimal training in how to serve children with communication disorders who speak English as a second language Typically serve children’s needs through use of interpreters 25% have no one to assist them in serving ESL children

Few available, published resources to assist in assessment and intervention planning for population

Limited local opportunities for continuing education

Responding to the needs of the licensed practicing clinician

Three opportunities developed specifically for local clinicians to further working knowledge and skills:

Enroll specialty graduate courseworkOffered once a week in the late afternoon to make it more

convenient for working clinicians Seek and share clinical resources

A listing of recommended web sites and newly available clinical tools are included in mailings and promoted through local columns

Attend annual workshop in bilingual issuesGiven by nationally recognized expert and sponsored by

university partner; open to all practicing clinicians

The community partnership:Looking to the future

Implement paraprofessional training program statewide through distance learning options

Work with ArSHA to develop more training opportunities for licensed professionals

Create and maintain local website to support professionals paraprofessionals who work with children with limited English proficiency

Support the ADE and school districts in their efforts to develop more equity in pay scales and professional development career ladders

For further information, please visit our website.

http://icrp.asu.eduInfant Child Research Programs

Arizona State UniversityP.O. Box 871908

Tempe, Arizona 85287-1908PHONE: 480-965-9396