In these Perspectives
(SIG 10) articles, Frazier, Whitby, Kucharczyk, Perryman, Thomas, Koch, and Bengtson ocus on interprofessional
education (IPE) as it relates to transition planning for students with
significant disabilities. Musaji, Self, Marble-Flint, and Kanade examine the
use of a translational model as a tool for identifying limitations of IPE
research. Benigno, McCarthy, Reese, Wright, and Tewanger introduce a pilot
study to examine the goals, outcomes, and skills attained by graduate students
while participating in clinical experiences integrated with coursework.
Learning Outcomes
You will be able to:
- describe four considerations to be addressed
by speech-language pathologist for transitioning students with significant
disabilities
- define implementation science and related key
terminology
- explain how clinical experiences which infuse
and reinforce classroom material can support development of graduate students’
clinical skills
