This study explored the perspectives of speech-language pathology (SLP) graduate students following participation in a Preschool Visual Supports interprofessional education (IPE) project. Though IPE initiatives have become more prevalent in healthcare, they are limited in preparing future education professionals. Using qualitative inquiry, this study aimed to explore and assess the impact of an interdisciplinary collaborative project and how participation might influence SLP students’ future approach to creating visual supports for young children and their confidence to do so. Thematic analysis was used to identify themes across five semi-structured interviews conducted with SLP graduate students at a Midwest university. The data revealed that the graduate students’ beliefs and behaviors surrounding IPE were further shaped, and their professional development was enhanced through holding a leadership role. Key findings from the SLP student interviews revealed that even small, siloed IPE projects bring significant value to the field.
","abstract_html":"<p>This study explored the perspectives of speech-language pathology (SLP) graduate students following participation in a Preschool Visual Supports interprofessional education (IPE) project. Though IPE initiatives have become more prevalent in healthcare, they are limited in preparing future education professionals. Using qualitative inquiry, this study aimed to explore and assess the impact of an interdisciplinary collaborative project and how participation might influence SLP students’ future approach to creating visual supports for young children and their confidence to do so. Thematic analysis was used to identify themes across five semi-structured interviews conducted with SLP graduate students at a Midwest university. The data revealed that the graduate students’ beliefs and behaviors surrounding IPE were further shaped, and their professional development was enhanced through holding a leadership role. Key findings from the SLP student interviews revealed that even small, siloed IPE projects bring significant value to the field.</p>","abstract_has_math":false,"creators":["Klick, Shelby L."],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Special Education and Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":["Leslie Blome, Ed.D., CCC-SLP","Jacquelyn McGinnis, Ph.D.","Anna Li, M.A., CCC-SLP"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:53Z","subjects":["Collaboration","Interprofessional Education","Preschool","Visual Supports","Communication Sciences and Disorders","Early Childhood Education","Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1301","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Leslie Blome, Ed.D., CCC-SLP","Jacquelyn McGinnis, Ph.D.","Anna Li, M.A., CCC-SLP"]},{"key":"dc:creator","label":"Author","values":["Klick, Shelby L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education and Communication Sciences and Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collaboration","Interprofessional Education","Preschool","Visual Supports","Communication Sciences and Disorders","Early Childhood Education","Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1301"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored the perspectives of speech-language pathology (SLP) graduate students following participation in a Preschool Visual Supports interprofessional education (IPE) project. Though IPE initiatives have become more prevalent in healthcare, they are limited in preparing future education professionals. Using qualitative inquiry, this study aimed to explore and assess the impact of an interdisciplinary collaborative project and how participation might influence SLP students’ future approach to creating visual supports for young children and their confidence to do so. Thematic analysis was used to identify themes across five semi-structured interviews conducted with SLP graduate students at a Midwest university. The data revealed that the graduate students’ beliefs and behaviors surrounding IPE were further shaped, and their professional development was enhanced through holding a leadership role. Key findings from the SLP student interviews revealed that even small, siloed IPE projects bring significant value to the field.
"]},{"key":"dc:title","label":"Title","values":["Interprofessional collaboration to create visual supports in preschool classrooms: Perspectives of speech-language pathology graduate students"]}]}],"canonical_facts":{"dc:contributor":["Leslie Blome, Ed.D., CCC-SLP","Jacquelyn McGinnis, Ph.D.","Anna Li, M.A., CCC-SLP"],"dc:creator":["Klick, Shelby L."],"dc:date.available":["2025-06-13T07:00:00Z"],"dc:description.abstract":["This study explored the perspectives of speech-language pathology (SLP) graduate students following participation in a Preschool Visual Supports interprofessional education (IPE) project. Though IPE initiatives have become more prevalent in healthcare, they are limited in preparing future education professionals. Using qualitative inquiry, this study aimed to explore and assess the impact of an interdisciplinary collaborative project and how participation might influence SLP students’ future approach to creating visual supports for young children and their confidence to do so. Thematic analysis was used to identify themes across five semi-structured interviews conducted with SLP graduate students at a Midwest university. The data revealed that the graduate students’ beliefs and behaviors surrounding IPE were further shaped, and their professional development was enhanced through holding a leadership role. Key findings from the SLP student interviews revealed that even small, siloed IPE projects bring significant value to the field.
"],"dc:identifier":["https://commons.emich.edu/theses/1301"],"dc:subject":["Collaboration","Interprofessional Education","Preschool","Visual Supports","Communication Sciences and Disorders","Early Childhood Education","Education","Special Education and Teaching"],"dc:title":["Interprofessional collaboration to create visual supports in preschool classrooms: Perspectives of speech-language pathology graduate students"],"thesis:degree_discipline":["Special Education and Communication Sciences and Disorders"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:17:53Z"}