Speech Language pathology undergraduates' views about Educational Speech Language pathology from their theoretical and practical experiences

ABSTRACT

Purpose:

this study aims to discuss speech language pathology undergraduates views about educational speech language pathology actions, and verify the knowledge as well as the theoretical and practical experiences acquired during their graduation course.

Methods:

78 undergraduates from speech language therapy in their last year of the graduation course participated in this study. They belong to five Brazilian universities and answered a questionnaire with open questions about their formation emphasizing speech language pathology in the educational context.

Results:

most undergraduates understand that their graduation courses enabled knowledge on speech language pathology in the educational context; 27.63% reported that this knowledge represents a clinical perspective, and only 14.47% of them reported that they received information about speech language pathology actions that foster language and learning promotion. 43.59% mentioned that speech language pathology function inside schools should be clinical, 25.64% reported that their function must be language promotion, and 14.10% named both ways of action.

Conclusions:

through the undergraduates' reports, it was possible to notice that graduation courses at this area tend to discuss speech language pathology actions inside school in a clinical perspective. However, it was possible to perceive that a minority of the undergraduates was capable to discuss speech language pathology actions in school through language and education promotion.

Keywords:
Speech, Language and Hearing Sciences; Education, Continuing Education,