Involving Adult Service Users with Learning Disabilities in the Training of Speech and Language Therapy StudentsReport as inadecuate




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International Journal of Teaching and Learning in Higher Education, v20 n2 p207-213 2009

This article describes a pilot project carried out at City University London, Department of Language and Communication Science, where adult service users with learning disabilities trained first-year speech and language therapy students. The training involved presentations by the service users on their involvement in interviewing support staff, work experience, and daily routines. All service users employed their preferred communication mode when presenting. The purpose of this project was to evaluate the students' perceptions of the benefits of the training for them as future practitioners as well as developing their own disability awareness. Twenty-four students took part in the training, and 13 students completed an evaluation questionnaire. The feedback from students was generally positive with a range of comments around how they valued the experience in terms of developing knowledge and insight as well as challenging their own perceptions of disability. In addition, service users were asked to evaluate their own achievements in relation to the experience of teaching students.

Descriptors: Feedback (Response), Mental Retardation, Interviews, Therapy, Speech Language Pathology, Foreign Countries, Teaching Methods, Experiential Learning, Interpersonal Communication, Student Attitudes, Instructional Effectiveness, Questionnaires, Attitudes toward Disabilities, Nonverbal Communication

International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe





Author: Harding, Celia

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3963&id=EJ864338



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