Kathleen M. Murphy M. Jeanne Wilcox Arizona State University Kathleen A. Moore

1. A Community Model for Training Bilingual Paraprofessionals/ Professionals in Speech-Language Pathology Kathleen M. Murphy M. Jeanne Wilcox Arizona State University Kathleen A. Moore Scottsdale Community College

2. 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. 2Arizona Department of Education/Exceptional Student Services (March, 1999).

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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.

10. 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.

11. 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

12. 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 coursework Offered 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 issues Given by nationally recognized expert and sponsored by university partner; open to all practicing clinicians

13. 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

14. For further information, please visit our website. http://icrp.asu.edu Infant Child Research Programs Arizona State University P.O. Box 871908 Tempe, Arizona 85287-1908 PHONE: 480-965-9396