The Department of Speech-Language Pathology and Audiology at the University of Limpopo (Medunsa Campus) redesigned their curriculum at the beginning of 2010. The template that was developed shows the horizontal and vertical integration of outcomes. Although the outcomes of the entire process met the requirements of the Health Professions Council…

Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

Defines the legitimacy of speech/language pathology and audiology as an academic field of study within a college of liberal arts and sciences. (PD)

The directory lists 84 university teacher training programs in deaf education, 16 programs for professional specialists (such as rehabilitation counselors and audiologists), and 55 programs for training interpreters for the deaf. Within each category programs are alphabetized by state and usually include information on program level, department…

Students and professionals (N=297) in speech-language pathology and audiology were surveyed about career decision making. Decision-making factors were similar across both professions, with personal factors being the most influential. Employment and education factors were also critical. Early course work also played a significant role. (Author/MKA)

The 1992-93 directory of college and university personnel preparation programs lists (1) programs for training teachers of the deaf, by state; (2) programs for professional specialists (i.e., rehabilitation counselors, psychologists, audiologists, media personnel, and others); and (3) programs for training interpreters. (DB)

Speech and language disorder is seen as a characteristic feature in most of the areas of exceptionalities identified as the hearing impaired, the visually impaired, the mentally retarded, the physically handicapped, and learning disabilities. Commonalities of speech pathology/audiology and special education are discussed. (MLW)

This article examines issues related to the provision of educational audiological services that are sensitive to the needs of a diverse population. The focus is on paradigm shifts from traditional clinical audiology to classroom-based educational audiology and use of a cyclical reflective process. Critical components of courses offered at York…