U.S. DOE Leadership

The Training of Leaders in Speech Language Pathology as Effective Collaborators in the Public Schools

(U.S. DOE HR325D080042)
Grant Active from September 2008 to May 2013

The purpose of this doctoral level training grant was to educate and prepare leaders in Speech and Language Pathology (SLP) who effectively collaborated with school personnel to improve outcomes for students with communicative disabilities. The SLP doctoral scholars received training in collaborative intervention and leadership skills necessary to become effective faculty leaders that educate our future speech language pathologists who will go on and serve the public schools and other agencies.

The doctoral scholars enrolled in this project participated in a doctoral program that led to the acquisition of knowledge and skills that promote improved educational outcomes for students with communicative disabilities. Over a period of 4 years the SLP doctoral scholars benefited from a course of study that provided training in collaboration, supervision, organization and management, service delivery, and research-to-practice. The doctoral scholars were expected to: 1) supervise masters level students engaged in practica in the public schools; 2) teach college level courses in the speech language pathology and special education program; and 3) conduct research related to the provision of speech language pathology services in the schools that are data-driven and evidence-based. In addition, doctoral scholars were given the opportunity to complete a state or Federal level internship to increase their awareness of the effects of social and educational policy on the practice of speech language pathology in the schools and as faculty in institutions of higher education.

The Department of Communication Disorders and Special Education Concentration at the University of Massachusetts collaborated on the implementation of this project by blending a shared a knowledge-base about best leadership practices and policies for serving students with communicative disabilities and evidence-based approaches for school environments. With the adoption of No Child Left Behind, speech language pathologists were called upon to deliver services to scholars with disabilities within the general education setting. This grant project required doctoral scholars to minor in in special education or a related area, so they were able to communicate and demonstrate the knowledge traditions and demonstrate evidenced-based practices in both speech and language pathology and special education that enabled them to confront possibilities and problems associated with creating “inclusive” learning environments for students with communicative disabilities from diverse backgrounds. Accountability for performance results and high standards and efforts to educate students with communicative disabilities using data-drive and evidenced-based practices in the general education classrooms, speech language pathology settings, and as educators/researchers in graduate programs in Speech Language Pathology.

Funding was provided for a 48-month period to support a total of five (5) full-time and two (2) part-time doctoral scholars who completed course work and successfully earned a Doctor of Philosophy in Speech Language Pathology. Doctoral scholars completed a minor field in Department of Pupil Services and Student Development in the College of Education or a related area outside the Department of Communication Disorders. Doctoral scholars also worked and studied in collaboration with grant-related faculty in the Departments of Psychology, Linguistics, and the College of Education.