I had two experiences with SPLH 571. The first was a directed teaching experience in the spring of 2021. In August of 2021, I began the role of GTA for the course. Both experiences were facilitated by the primary instructor Julie Gatts, SLPD, CCC-SLP. For the purpose of this portfolio, I have divided these experiences into different tabs.
(Taken from the course syllabus written by Dr. Gatts.)
This course is designed to introduce the student to the clinical practice of speech-language pathology and to facilitate the transition from the classroom to the clinical setting. Students will study the principles of assessment, application of diagnostic information, intervention planning, and the intervention process. Emphasis will be placed on the process of intervention planning in this course. Students will also gain an understanding of team membership and be introduced to the skills necessary for working on a team.
At the end of this course it is anticipated that students will be able to:
Have a sense of professional identity.
Be aware of the professional practices, issues, and responsibilities involved in the delivery of speech-language pathology services.
Understand the principles and practices of assessment in speech-language pathology.
Understand and apply the principles and practices of intervention in speech-language pathology when doing intervention planning.
Demonstrate a basic understanding of 5 major categories (child language, child speech disorders, adult language and cognition, motor speech disorders, and AAC) of communication disorders and be able to create an intervention plan (outcomes, goals, and teaching strategies) that is appropriate for each.