Book Description

Current academic and clinical training models for speech-language pathologists and audiologists as well as articles on training needs are presented in this issue. Also discussed are current and evolving curricula as well as philosophies of training. Furthermore, the integration of speech-language pathology education with considerations of literacy and language learning disorders and the possibility of a new type of speech-language pathologist trained to understand the public health implications of communication disorders are reviewed. The information provided on training opportunities and concepts in Eastern European countries is unique and new, as are the proposals for including extensive literacy training in speech-language pathology programs and for a new type of speech-language pathologist whose training includes public health issues. Faculty members engaged in educating speech-language pathologists will find important new results to consider in potential future developments of training models in the field of communication disorders. For professionals interested in global variations of communication sciences and disorders, and the possibility of moving toward some universal standards for accredited practitioners, this special issue is valuable reading.