Resilience Among Special Educators and High School Students With Language Learning Disabilities During a Pandemic (PD102526)
As a result of the COVID-19 pandemic, students, SLPs, and educational specialists faced unprecedented challenges and stressors related to learning and service delivery procedures. This session shares results from a study that explored resilience among high school students with language learning disabilities during the transition to online instruction as a result of the pandemic. The study also examines resilience among SLPs and education specialists and discusses implications for improving resilience to overcome service delivery obstacles.
This course is a recorded session from the 2021 ASHA Convention Virtual Library (session 2176V).
Learning Outcomes
You will be able to:
- List three implications for SLPs and resource specialists related to improving resilience (or overcome teaching and/or service delivery obstacles) as a result of the quick transition to virtual instruction
- Describe three strategies that were used to help overcome obstacles related to service delivery or teaching in an online/virtual format
- Discuss the concept of academic resilience within the context of a pandemic
Presenter Information
Jennifer Shubin, PhD, CCC-SLP (Presenting Author)is a lead speech-language pathologist in the Rowland Unified School District in Rowland Heights, California. Her areas of expertise include autism, language-learning disorders, teacher training, EBP, RTI, and supervision. She is also a lecturer at Chapman University in the Integrated Educational Studies Program.
Financial Disclosures:
- No financial relationships relevant to the content of the session
Nonfinancial Disclosures:
- No nonfinancial relationships relevant to the content of the session
Alaine Ocampo, PhD, CCC-SLP(Presenting Author)is an Assistant Professor and School-Based Internship Coordinator in the Department of Speech-Language Pathology at California State University, Long Beach. Her areas of expertise are in child and school-age language, autism, collaboration, and school-based issues. She has a long history of school administration, supervision, and practice.
Financial Disclosures:
- No financial relationships relevant to the content of the session
Nonfinancial Disclosures:
- No nonfinancial relationships relevant to the content of the session
Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.
To earn continuing education credit, you must complete the learning assessment by December 9, 2027.
Program History and CE Information
Content origination date: November
2021
End date: December 9, 2027
This course is offered for 0.05 ASHA CEUs (Introductory level, Professional area).