Speech pathology graduate programs new york city

The program currently has practicum contracts with highly respected hospitals, rehabilitation centers, school districts and special education preschools and specialized schools. All students must complete a practicum in a school setting. The second off-campus assignment is usually an adult facility such as a medical or rehabilitation center.

Students have the option of an additional off-site practicum or may participate in advanced casework within the campus program. At the completion of the program, students have accumulated rich, supervised clinical experiences of at least clinical teaching hours that encompass a wide variety of ages, types and severity of communication and medical disorders, and treatment settings.

Admission Requirements. Students are accepted into the program in the Falls em ester. The requirements noted here are in addition to the general requirements for admission to graduate programs at Queens College. The application deadline is February 1 for the year in which the prospective candidates apply. Because only a limited number of candidates are admitted each year, the process is competitive. Permission of the program director is required for enrollment in any of the courses in the program.

Graduation Requirements. The following requirements are in addition to the general College requirements for the Master of Arts degree. The most complete information is found in the Graduate Bulletin. All candidates must complete the following:. LCD Research Methodology in Communication Sciences and Disorders.

Methods of experimental and statistical control in the design of research for the speech, hearing and language sciences. Issues addressed include research concerning developmental processes; speech and language acquisition and disabilities; diagnostic and intervention strategies in clinical and school environment s, instructional and assistive technology;validation of instructional strategies; and program evaluation.

The Acquisition of Language. Development of language in the normal child;theoretical and empirical issues. The course involves the study of the processes and variations of speech, language, communication and pre-literacy skills in typically developing mono and bi-lingual children.

Objectives include an exploration of the impact of cultural, ethnic, gender, socioeconomic and individual variation on the child's acquisition of language; an understanding oft he processes involved in language learning, language use and the foundations of literacy from pre-linguistic stages to complex language development.

Language and Learning Disorders of Children I. Application of studies in normal language acquisition to the study of pre-school language and learning disorders; emphasis on the assessment of, and intervention with pre-school children with language and learning disorders. Units include interdisciplinary views of the child with speech, language, and communication challenges; issues in speech, language,communication, social-emotional and cognitive development related to specific language impairment, pervasive developmental delay, autism, mental retardation,and developmental apraxia; challenges in learning and in the classroom for children with developmental language disorders.

Speech Disorders: Stuttering. Theoretical and empirical approaches to the symptoms, etiology, and management of fluency disorders from childhood to adolescence to adulthood.

Topics include working with children as members of families and school environments; special considerations for pre-school and school-aged children; and interactions with children, parents and teachers. Nature of alternative and augmentative communication AAC technologies, sign systems, and strategies used with children and adults across a range of impairments ; individualized assessment and assignment of assistive technologies; teaching language and communication skills to persons using AAC in home, school, and workplace settings; and the use of technology to communicate.

Neuromotor Communication Disorders. Emphasis on problems of children with various neuromuscular disorders. Diagnostic Methods in Speech-language Pathology. Theoretical principles underlying the assessment of communication disorders; includes procedures for formal test selection and use, interviewing, and report writing.

Units include assessment of language interactions in a home, clinic and school settings. Language Disorders: Adults I.

Symptoms, etiology, and management of adolescents and adults with language difficulties related to acquired aphasia. Speech Disorders: Voice.

Vocal pathologies in children and adults:etiology, symptoms, and treatment approaches. Topics include laryngeal histopathology, neurological vocal disorders; laryngectomy; and the impact and management of a variety of pediatric vocal disorders including working with children as members of family and school environments.

Speech-Language Pathology Services in the Schools. A study of the research findings and professional practices basic to decision making. Units include models of service delivery; individualized educational programming instructional design and planning including case selection; collaborative assessment and teaching; computerized teaching programs, national and state legislation and regulations; multi-cultural differences and bi-lingual considerations.

Clinical and Classroom Practicum in speech-language Pathology. The course requires hours per week of supervised clinical and classroom practicum. Undergraduate prerequisites would typically consist of courses in:. A practicum is your first opportunity to work directly with patients suffering from speech disorders.

Your post-graduate fellowship will build off of the skills you learned during your practicum and allow you to gain supervised experience in completing the day-to-day tasks of an SLP.

Supervised activities will include assessing, diagnosing, evaluating, screening, and treating patients. You may discuss any concerns you have or questions about the practice, while your supervisor will help you determine which areas you still need to gain experience in. You and your supervisor would complete the Record of Supervised Experience form to document your experience for the New York Board. Test centers are located in the following cities:.

The Praxis study companion includes practice questions and a breakdown of the topics you can expect to encounter on the test:. You are not required to obtain the CCC-SLP in order to become licensed in New York, but it can be used as one way of meeting state licensing requirements.

Your clinical fellowship supervisor will need to assist you in filling out the Identification of Supervisor and Setting form and the Record of Supervised Experience form, detailing your experience through your clinical fellowship. You should hear back from the board in two-three weeks. Conduct research and present at conferences. Program Options Traditional program 51 credits is ideal for students with an undergraduate degree in Communication Sciences and Disorders or equivalent.

Can be completed in semesters. Extended program maximum 81 credits is ideal for students with a degree from another major. This option includes taking undergraduate foundational courses. Making Grad School Affordable Grants, scholarships, veterans benefits, loans, and undergraduate loan forgiveness are options for paying for this grad degree.

Graduate's Perspective "I developed close friendships with people who I remain connected to today. What to Expect Nazareth's speech-language pathology graduate program is nationally accredited. Supportive, accessible faculty members are licensed, experienced as practitioners and instructors, and have a variety of research interests.

You have the option to take a three-course elective sequence in the deafness specialization program. If you are highly proficient in Spanish, you can take three additional classes to earn a bilingual extension. Speech-language pathologists with bilingual certification are in high demand in schools across New York state.