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MASTERS OF SCIENCE SPEECH-LANGUAGE PATHOLOGY › program_submissions › files › SLP.pdf · PDF file 2016-05-13 · The mission of the Graduate Program in Speech-Language Pathology

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  • MASTERS OF SCIENCE SPEECH-LANGUAGE PATHOLOGY (GRADES P-12)

    COMMUNICATIONS DISORDERS CERTIFICATION

    PROGRAM SUBMISSION SEPTEMBER 2015

    Murray State University Bulletin 2015-2016 www.murraystate.edu/academics/RegistrarsOffice/catalog_1516.aspx

    16 KAR 2:050 16 KAR 9:080

    http://www.murraystate.edu/academics/RegistrarsOffice/catalog_1516.aspx

  • I. Executive Summary: Serving our communities through excellence The mission of the College of Education and Human Services is the preparation of leaders for successful careers that positively impact communities as advocates and practitioners, through student-centered, authentic and engaging academic programs. Our programs are designed to provide authentic professional experience to candidates with structured reflective activities to support professional growth and development. Education programs collaborate with our public school partners to enhance candidates’ experiences. The Speech-Language Pathology undergraduate degree programs in Communication Disorders supports the College’s theme by nurturing individuals to become reflective decision-makers. Reflection is the focus of course activities and is the primary means by which candidates integrate course experiences with Kentucky performance standards, College Dispositions and the candidates’ own experiences, values, and beliefs about education. At the program’s beginning, candidates are asked to reflect upon their own values and beliefs about education and seek integration of those with the College Dispositions through assignments such as philosophy statements, growth plans, fieldwork and other reflective assignments. This process continues as candidates develop portfolio items to reflect their growth and understanding of educational principles leading to the program’s end with the eligibility portfolio as a summative evaluation of their knowledge and demonstration of their skills according to Kentucky performance standards. Throughout, program course work is designed to require planning, instruction, assessing and reflecting at increasing levels of expertise. At admission to teacher education, candidates are interviewed by faculty and asked to respond about the College dispositions and the Kentucky School Personnel Code of Ethics. The Kentucky School Personnel Code of Ethics is presented three additional times to candidates during orientations to teacher education, student teaching and at application for certification through the CA-1. As program policy, candidates follow curriculum guide sheets, MAP reports, and confer with advisors to help them to monitor their own progress and prepare them for the continuous self-assessment required of professional educators. Admission Requirements Applicants to the undergraduate program must complete 40 hours of coursework with a minimum GPA of 3.0 and apply for admission to the undergraduate program. Application to the graduate program is competitive and is based upon academic qualifications (eg, GPA, GRE) and clinical skills as verified by letters of recommendation and other exemplars. The Graduate program for state licensure is a 62-credit hour program. Interested candidates are directed to the Director of Teacher Education Services for guidance for admission to teacher education and subsequent requirements for Kentucky teacher licensure. Exit Requirements Undergraduate candidates must complete the 120-hour program with a 3.0 GPA or better. Graduate candidates must meet GPA requirements for the 62-hour program, but also satisfy clinical requirements and pass a comprehensive exam and a PRAXIS II. For teacher certification, additional coursework may be required.

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    Alternative Certification Graduates of the MS in SLP program are eligible for Temporary Provisional certification through Option 6 of the Alternative Routes to Teacher Certifications. To be eligible, applicants must show a passing GRE (5 years or more recent) or CASE for admission to teacher education, a 2.75 overall GPA , and a letter of hire from a school district as an SLP. Candidates wil then have 3 years to complete all coursework, testing, and KTIP requirements. Modes of Delivery Programs are delivered face to face and in hybrid format. Clinical experiences occur on campus at the Speech and Hearing Clinic, and also in hospital and school settings. II. Conceptual Framework The mission of the Graduate Program in Speech-Language Pathology is to prepare highly competent speech-language pathologists by providing quality academic and clinical education in order to prepare them to function within the profession and serve as a resource for communication disorders throughout the region. SLP candidates seeking teacher certification at Murray State University adhere the same conceptual framework. This document is available at http://coehsnet.murraystate.edu/program_submissions/. III. Continuous Assessment Program continuous assessment. The faculty meet annually to complete a strategic plan for the program. This plan guides curriculum decisions, but also resource allocations throughout the unit. Candidate continuous assessment. SLP student progress is closely tracked and is verified through multiple measures, clinical and academic. Supervisors carefully follow student development. Remediation is prescribed anytime a student falls below standard.

    IV. Program Experiences With the undergraduate degree in Communication Disorders, candidates can meet Certification Requirements as a Speech-Language Pathology Assistant in Kentucky School or meet entry- level requirements for graduate study in Speech-Language Pathology. The Masters degree is the entry-level degree for Teacher Certification as a Speech Language Pathologist in Kentucky Schools. The Kentucky eligibility requirements describe the criteria for provision of speech and language intervention services for school age children. The scope of practice for treatment of the broad range of speech, language, voice, and fluency disorders requires course work, clinical practicum, and student teaching beyond the scope of the undergraduate degree. One example of a strength of the CDI program is the amount and range of clinical hours, with a required minimum of 25 supervised clinical observations and minimum of 375 clock hours of supervised experiences. The table of Speech-Language-Hearing Association standards demonstrates the thorough alignment of standards to program content. Teacher candidates complete the components and 200 hours as required in 16 KAR 5:040 prior top student teaching.

    http://coehsnet.murraystate.edu/program_submissions/

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    The American Speech-Language-Hearing Association standards are integrated throughout courses as demonstrated in the tables that follow. Candidates are introduced to the standards in early coursework where they gain knowledge (K) of the role performance standards play in becoming reflective decision-makers. As coursework progresses, the standards are applied (A) in lesson plans and other instructional activities. The ASHA Code of Ethics is revisited at the graduate level and related to clinicians’ increased level of responsibility and involvement in the profession, and with students, the school, district and the community. Instructors use web-based program such as Canvas to supplement and enhance face-to-face instruction. Following is a matrix that demonstrates the integration of Kentucky New Teacher Standards into the Speech and Language Pathology coursework. Kentucky Teacher Standards for Speech and Language Pathology Program KTS

    1 KTS

    2 KTS

    3 KTS

    4 KTS

    5 KTS

    6 KTS

    7 KTS

    8 KTS

    9 KTS 10

    Core Courses EDP 260 Developmen t

    A (PA)

    A A A

    SED 300 Special Edu.

    K K K K A K K E

    A

    Technical and Methods Courses CDI 480

    K K

    CDI 470

    K K K K K K

    CDI 472

    K K K K K K

    CDI 474

    A A A A A A A

    CDI 482

    K K K K K

    CDI 620

    K K K K K K E (PA)

    K

    CDI 624

    K K K K K K E (PA)

    K K

    CDI 625

    K K K K K K E (PA)

    K

    CDI 648

    K K K K K K E (PA)

    K

    CDI 660

    K K K K K K E (PA)

    K

    CDI 674

    A A A A A A E (PA)

    A A A

    CDI 676

    A A A A A A E (PA)

    A A A

    CDI 621 A A A A A A A (PA)

    A A E

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    CDI 670 E E E E E E E (PA)

    A A E

    K – Knowledge, A – Application, E – Evaluation PA = Portfolio Artifact

  • A. Content Standards ASHA Standards - Speech-Language-Hearing Association

    ASHA STANDARD

    COURSES/ACTIVITIES/ASSESSMENTS

    III. The applicant for certification must complete a program of study (a minimum of 75 semester credit hours overall, including at least 36 at the graduate level) that includes academic course work sufficient in depth and breath to achieve the specified knowledge outcomes. Standard IV-A: The applicant must demonstrate knowledge of the principles of biological sciences, physical sciences, statistics, and the social/behavioral sciences.

    Academic and clinical knowledge is obtained in courses related to the nine major areas of communication disorders (disorders of articulation, receptive and expressive language, voice and resonance, fluency, swallowing hearing, communication modalities, cognitive aspects, and social