An Investigation into the Skill Set of Speech-Language Pathologists Working with Profoundly Deaf Children: A Study in Context
This study explored the skill sets possessed by speech-language pathologists working with profoundly deaf children in three types of settings (state-funded "4201" schools for the deaf, Board of Cooperative Educational Services programs, and local school districts) throughout New York State. The phenomenological method of inquiry was utilized to investigate these skill sets within the varying contexts of speech pathologists' work environments and the deaf students within those settings. Fourteen speech-language pathologists were interviewed for this study; data was triangulated by the collection of responses to case studies and field notes. When possible, supervisors of participants were interviewed as well. Results demonstrated that speech pathologists working with the deaf population possess numerous specialized skills, to varying degrees, depending on the context within which they practice. Findings have implications both for clinical preparation and practice, as well as for education planning and policy in New York State.
Speech therapy, Special education, Education and state, School management and organization
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