The Role of Speech-Language Pathologists in Community Colleges

Introduction

In the past few years, the State of California and the federal government have passed laws regarding the provision of post-secondary educational services to persons with disabilities. The enactment of the California Title V Education Code, Sections 56000 through 56088, Federal Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act (1990) enhanced educational opportunities for individuals with physical, communicative, learning and psychological disabilities.

This paper will broadly define the scope of instruction and services which speech-language pathologists can provide in community settings. This paper should be considered by equivalency committees when establishing or reviewing service areas for faculty, i.e., speech-language specialists in California.

It will further define:

  1. Means of service delivery
  2. Cooperative instruction within departmental programs
  3. Role as advocate and resource for students with disabilities within college programs and the community at large

Role of Speech-Language Pathologists in Community Colleges

Community colleges provide services and instruction which enable the student with disabilities to participate in the college to the maximum extent possible. Disabled Students Program and Services (DSP&S) provide diagnostic, educational and consultative services for students and college staff. Students who exhibit communication disabilities are those who demonstrate speech. language, hearing and cognitive impairments. These impairments may be developmental in nature, or they may have been acquired later in life.

Communication disabilities include any impairment of an individual's ability to comprehend and express ideas, knowledge and feelings. The American Speech-Language-Hearing Association has well documented the severe effects of such disabilities on an individual's ability to reach his/her personal academic, vocational and social potential (ASHA 1991).

A primary responsibility of speech-language pathologists in the community college is to assist students with communication disabilities to develop strategic skills essential to academic and vocational success.

Speech-language pathologists are trained to perform the following duties:

  1. Identification of all students needing speech-language-hearing services. Diagnostic testing is administered to determine speech, language, hearing and/or cognitive problems and to provide the basis for the development of a student educational contract as specified in section 56022, Title V (California Code of Regulations).
  1. Provision of Instruction for students with communication disabilities based upon course work specified in the student educational contract. Instruction may include the following:
  • Language Instruction
    • comprehension and expression
    • auditory perception
    • morphology, syntax and semantics
    • critical thinking
  • Cognitive Instruction
    • attention
    • memory
    • logic and problem solving
    • planning and organization
    • insight and awareness
    • speech of processing
  • Pragmatic Instruction
    • word choice
    • turn-taking
    • repair and revision
    • pausing
    • non-verbal communication
    • communicative intent
  • Speech Instruction
    • intelligibility
    • stuttering
    • voice
  • Aural Rehabilitation
    • speech reading
    • auditory training
  • Augmentative /Assistive and Alternative Technology Instruction)
    • AM-FM listening systems
    • computer adaptations, etc.
  1. Participation within the Educational Team by identifying and serving student populations requiring special services in the following areas:
  • Basic Skills Programs
  • Academic Disciplines
  • Vocational Certificate Programs
  • Programs for Students with Disabilities
  1. Advocate for individuals with disabilities and resource to the community. These responsibilities include:
  • Consultation with college personnel and community agencies
  • Provision of in-service education for college personnel and community
  • Development of resources and referral systems to appropriate services and agencies
  1. Coordination of and Instruction in Special Programs
  • Acquired Brain Injury (ABI) Program
  • High Tech Center (HTC) serving all students capable of benefiting from HTC Services, including students with acquired brain injuries and learning/language disabilities
  1. Administration of programs for students with disabilities

Populations Served

The population served by the speech-language pathologist is drawn from the total enrollment and cultural diversity of the community college. Students served have varied disabilities (Title V, Sections 56032-56044) and multifaceted needs. These students seek services and instruction to enhance their opportunity for academic and career success. Speech-language pathologists serve or instruct students enrolled in vocational programs, basic skills programs, special courses, and mainstream courses (ESL, American Sign Language, Community Education courses, etc.). Services and instruction are provided to students whose verified disability in communication skills is either the primary influence on student success or secondary to other disabilities.

The success of students in the community college is dependent upon the ability to effectively comprehend and express information. A primary responsibility of speech-language pathologists at the community college level is to facilitate learning of strategic information processing skills in order to enable students with communication disabilities to reach their potential in academic and/or vocational settings. As such, speech-language pathologists should be involved with student planning in all facets of the community college community.

Instruction/Service Model

Each community college is unique in organization. The matriculation process and the manner in which services are delivered vary across the state. Students are identified and, based upon their individual needs, are recommended to appropriate programs. The following is a sample of some of the content areas that are offered by speech-language pathologists at community colleges throughout the state:

  • Memory strategies, language and thinking skills
  • Study skills, critical thinking
  • Speech/language skills
  • Augmentative communication instruction
  • Pronouncing English as a second language
  • Computer assisted instruction, organizational skills
  • Voice and diction, vocabulary augmentation
  • Aural rehabilitation, speech production for students with hearing impairments
  • Counseling and communication instruction for students with: physical limitations, neurological disorders, and/or acquired brain injury, etc.

Qualifications of Sppech-Language Pathologists

Individuals with communication disabilities require the specialized expertise of speech-language pathologists. Within the community college, this expertise is identified by possession of a Masters of Arts/Science degree in Speech Pathology, Communication Science (or the equivalent), and licensure to provide speech-language services by the Board of Medical Quality Assurance of the State of California. Many speech-language pathologists are also certified by the American Speech-Language-Hearing Association having obtained the distinction of a Certificate of Clinical Competence.

It will further define:

  1. Anatomical and physiological speech processes
  2. Fluency and voice disorders
  3. Language development and disorders
  4. Linguistics and psycholinguistics
  5. Neurology and neurological disorders
  6. Anatomy, physiology and assessment of hearing
  7. Aural rehabilitation
  8. Augmentative and alternative communication
  9. Cognitive functioning
  10. Diagnostic assessment
  11. Educational and vocational planning

In addition, speech-language pathologists should be familiar with educational instruction and assessment techniques, psychological assessment, counseling, behavioral management strategies, and normal and abnormal psychology.

Speech-language pathologists recognize that other disciplines hold similar objectives. Closely allied professionals include linguists, neuropsychologists, psychologists, rehabilitation counselors, learning disability specialists, English as a Second Language instructors, general counselors and educators. A team approach involving many disciplines is necessary to meet the needs of individuals with disabilities. As team members serve as information resources for one another, they more effectively meet the needs of students. Speech-language pathologists must be integral members of programs serving students with disabilities in California community colleges.

Conclusion

The processing and production of language is a uniquely human function. Lack of adequate skill in communication of ideas, knowledge and feelings significantly interferes with academic, vocational, professional, and social success. If student success and appropriate outcomes are to be achieved, it is imperative that the needs of students with communication disabilities be appropriately identified, served and instructed by professional speech-language pathologists in California's community colleges.

Reference

American Speech-Language-Hearing Association 1991, Guidelines for Speech-Language Pathologists Serving Persons with Language-Socio-Communicative and/or Cognitive-Communicative Impairments, ASHA 33, Supplement 5, 21-18.

Individuals who Assisted with this Project

  • Randy Anderson, Southwestern College
  • Beverly Goldstein, Rancho Santiago College
  • Lisa Breakey, President, CSHA
  • Barbara Horrocks, San Jose City College
  • Mary Jo Cartoni, Evergreen Valley/Mission College
  • Jill Huttenbrauck, Cuayamaca College
  • Mary Ann Christman-Phelps, Evergreen Valley College
  • Jean Jackson, West Valley College
  • Dorene Cotter, San Francisco City College
  • Margaret Jones, Mesa College
  • Mary V. Dickerson, Evergreen Valley College
  • Suzanne Kesterson, Cabrillo College Stroke Center
  • Marily Edwards, Long Beach City College
  • Iris Maybruck, West Los Angeles College
  • Sandra Eldridge, Cabrillo College
  • Dorothy McJenkin, Rancho Santiago College
  • Linda Gibson, West Valley College
  • Kathleen Peters, Pasadena City College