ERIC Number: EJ930674
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Speech-Language Pathologists: Vital Listening and Spoken Language Professionals
Houston, K. Todd; Perigoe, Christina B.
Volta Review, v110 n2 p219-230 Sum 2010
Determining the most effective methods and techniques to facilitate the spoken language development of individuals with hearing loss has been a focus of practitioners for centuries. Due to modern advances in hearing technology, earlier identification of hearing loss, and immediate enrollment in early intervention, children with hearing loss are experiencing greater success in their acquisition of spoken language, especially when they have access to well-trained professionals. Speech-language pathologists who have the necessary knowledge, experience, and skills can play a vital role in the communicative and educational development of young children with hearing loss. Fortunately, some university training programs are providing a needed focus on auditory learning and spoken language for preservice students in speech-language pathology. However, to meet an increasing need for these services, speech-language pathologists currently in the field should commit to ongoing professional development to ensure that all children with hearing loss have access to highly-qualified professionals who can foster listening and spoken language development.
Descriptors: Early Intervention, Oral Language, Hearing Impairments, Speech Language Pathology, Language Acquisition, Professional Development, Professional Personnel, Educational History, Special Education, Special Needs Students, Ancillary School Services, Related Services (Special Education), Program Development, Demand Occupations, Personnel Needs
Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: email@example.com; Web site: http://www.agbell.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A