University of toledo school psychology program

Download Page PDF. Undergraduate Catalog and Course Descriptions. Graduate Catalog and Course Descriptions. University Catalog. The Ed. To apply to the program, applicants must meet the minimum academic prerequisite and submit the following materials: For students who completed their MA in school psychology at the University of Toledo and are applying to continue in the Ed.

Statement of purpose, between two to three pages, that details the reasons the applicant would like to pursue a career in school psychology and includes personal experiences. To apply to the program, applicants must meet the minimum academic prerequisite and submit the following materials:.

For students who have completed their MA degree at another institution, if approved by the program director, they may apply for admission to the Ed.

Students will be required to submit the following:. To be consistent with national training standards and to ensure sufficient faculty members to advise and mentor students, a limited number of applicants will be admitted into the program each year. As a result, admission is competitive. For more information or to ask questions, contact:. Jennifer Reynolds Program Director jennifer.

Sue Martin School Secretary s uzanne. The complete program, including the MA and EdS, includes approximately 76 credit hours, a two-semester pre-practica experience during the first year, a two-semester practica experience during the second year, and a 9-month, full-time internship minimum of clock hours in a school setting completed during the third year.

Students earn a master of arts M. The education specialist Ed. Send Page to Printer. Download Page PDF. Undergraduate Catalog and Course Descriptions.

Graduate Catalog and Course Descriptions. University Catalog. This course provides the conceptual framework for understanding language disorders in preschool through school-age children. Special emphasis is placed on application and theory of assessment as well as intervention strategies in private and school settings. Advanced study of phonological and articulatory disorders including developmental apraxia.

Focus on phonological differences in multi-cultural society with emphasis on assessment of disorders and current advances in remediation. Advanced course exploring normal and disordered neural anatomy and physiology for communication and cognition. Student will demonstrate knowledge of assessment and treatment of cognitive and linguistics deficits due to trauma and disease to central nervous systems. Adult apraxia and dysarthrias are discussed in relation to neurological organization, disorders and speech characteristics.

Introduction to the study and application of assistive technology, including augumentative and alternative communication devices, to aid communication for persons incapable of producing functional oral communication. The course includes device characteristics, program features, and intervention strategies as well as current trends in technological advances that includes but are not limited to devices such as iPads, smartphone applications, and software.

An advanced course in the nature, evaluation and treatment of voice and resonance disorders. Major voice and resonance disorders in adults and children are emphasized. This course introduces the student to the nature, evaluation, and management of feeding and swallowing disorders from infancy through adulthood. An advanced course to develop skills in the assessment and remediation of fluency disorders with special emphasis on current trends in stuttering therapy.

Provides an overview of the skills necessary to counsel people with communication disorders and their families. Topics include patient-centered practice, interviewing, information-giving, psychological sequelae of communication disorders, and family systems. Reviews seminal and current research studies in fluency disorders.

Topics include physiology, psychosocial effects of stuttering, evidence base for stuttering therapy, school-based stuttering therapy, and others based on student interests.

Explores innovative service delivery models in stuttering including intensive programs, telepractice, and group therapy. Students will deliver therapy to at least one client who stutters as part of the course. This course will provide students with the opportunity to learn about specific issues related to working in a variety of professional settings. Aural Re Habilitation examines communication assessment and intervention approaches over the lifespan for individuals with both peripheral and central auditory perceptual issues.

Emphasis is placed upon early identification and education to minimize and alleviate communication and related problems commonly associated with hearing impairment and auditory perceptual disorders. In this course, students will learn the developmental processes that are the underpinning for audition and spoken language acquisition. Specific techniques, strategies, and teaching behaviors to develop listening and spoken language in young children who are deaf or hard of hearing will be demonstrated and explored.

This course will orient speech-language pathology students to hearing technologies that assist persons with hearing impairment hearing aids, assistive listening and alerting devices, and implantable technologies. The focus will be on providing auditory access to children for the purpose of developing listening and spoken language. Equipment will be demonstrated, current issues will be discussed, and students will be given opportunities to check and troubleshoot equipment. This course examines the relevant research, best practices, and intervention strategies for infants and children with hearing loss.

SLPs who work with children who are hearing impaired HI must work in collaboration educational professionals, parents, audiologists, and other medical professionals within a team-based model. This course will focus on the skills, knowledge and ethical practices essential to the provision of effective service coordination and teaming for SLPs who work in educational settings with children who are HI. Independent research provides opportunities to work on individual research under the direction of faculty.

The student meets with the instructor at intervals and conducts research without formal class meeting. Seminars will consider problems and provide advanced study in the field of Speech-Language Pathology. A student may register for more than one seminar during a graduate program. Provides the advanced graduate student with supervised practicum experiences with the adult population at an off-campus site; including hospitals, agencies, rehabilitation clinics, work training sites and other community sites where persons with disabilities are served.

Provides the advanced graduate student with supervised practicum experiences with the pediatric population at an off-campus site; including schools, hospitals, agencies, rehabilitation clinics, and other community sites where persons with disabilities are served. Provides the graduate student with supervised practicum experiences at an off-campus sites.

This is the third internship in a sequence. The master's thesis is an individually designed investigation approved by the thesis committee and designed to contribute to the knowledge base of the speech-language pathology. Meets the final activity requirement for completion of the master's degree.

Individual study provides advanced graduate students opportunities to work individually on professional problems with faculty of the Speech-Language Pathology program. Individual meetings with sponsoring faculty are held. Focus on individual competencies needed to work collaboratively to meet the needs of young children with disabilities and their families. This second seminar in the Graduate Certificate in Teaming in Early Childhood focuses on skills and policies that promote best practices in teaming to support young children with disabilities.

This third seminar in the Graduate Certificate in Teaming in Early Childhood provides students the opportunity to reflect on their practicum experiences in teaming to support young children with disabilities.

The practicum is provides an opportunity to engage in interprofessional teaming in order to provide integrated services to young children with special needs in an inclusive setting. The conceptual framework for understanding language disorders in young children. Application and theory of assessment and intervention strategies will be described and discussed.

The conceptual framework for understanding language disorders in school-age children with special emphasis on language assessment and language interventions in school settings. Advanced course in deficits due to neurological alterations resulting in aphasia.

Formal and informal assessment procedures for the diagnosis of aphasia as well as techniques and functional strategies for communicative compensation provide the focus of the course. Course in cognitive and linguistics deficits due to trauma and disease to central nervous system.

Traumatic brain injury, right hemisphere damage and dementia are addressed. The study and application of assistive communication technology for persons who are nonspeaking. The course includes characteristics of ACC consumers, design features of augmentative communication devices, assessment strategies to choose a system and intervention strategies to facilitate use of the ACC system. Advanced course in the evaluation and treatment of voice disorders. Major voice disorders in children and adults are emphasized.

Evaluation and intervention procedures for individuals with communication problems related to structural impairments of the oral cavity and pharynx. Advanced care and training in the use of individual and group assistive listening devices, auditory trainers and other aids to augment hearing. Methods for using residual hearing and contextual factors to augment technology is addressed.

Independent Research provides opportunities to work on individual research under the direction of faculty. Provides the advanced graduate student with supervised practicum experiences at an off-campus site; including schools, hospitals, agencies, rehabilitation clinics, work training sites and other community sites where persons with disabilities are served.

Designed for school psychology students to develop an understanding of the school psychologist as a member of the school staff. It also serves as an introduction to each of the important concepts in current practice, as well as the values of our specific program.

Covers the ethical standards and legal regulation in school psychology and school counseling. Ethical standards, litigation and legal regulation are examined in regard to professional practice. A two semester pre-internship experience designed for first year school psychology graduate students to acquire knowledge of schools as systems and to gain familiarity with the role and function of the school psychologist and other related services staff. Designed to provide an overview of the major consultation theories and techniques and to help students develop consultation skills, which may be applied in the schools, community agencies, or other settings.

Includes introduction to and practice in applying the problem solving process to school-based academic and behavior problems. Provides training in standardized and curriculum based academic assessment methods and linking assessment to intervention.

Includes instruction in evidence-based interventions, administering, scoring, interpreting, and communicating assessment results in written reports. Provides training in standardized assessment methods for preschool and low-incidence populations. Includes instruction in evidence-based interventions, linking assessment to tiered interventions, and functional behavior assessment. This second seminar in the Graduate Certificate in Teaming in Early Childhood focusses on skills and policies that promote best practices in teaming to support young children with disabilities.