LONG
I guess since I’ve been retired, out of school for a while, and have had students complete their CFY with me, I’m out of the loop for current admissions.
She needs exposure to kids. That would be my first concern.
Second concern is getting into a grad school program. It’s limited because of limited university staff. Seats are very limited. Those of us that can teach at a university program, really don’t want do it. I had completed my thesis and they were trying to groom me to be a professor because I was 6 units away from my PhD. But I wanted a career in the field.
My experience was in geriatrics at my first hospital, and then I worked a pediatric hospital. I finally worked the schools (3 kids born) and I made sure all of my state certifications and licenses were covered.
So, on top of the undergrad, I did an additional four years of training in the masters program, and spent two additional years on my research for my thesis. (Our program required a thesis).
Here’s the thing, all of our SLP experiences are extremely different. But most importantly, in this field, an SLP needs to know how to handle behaviors, especially in a classroom setting, without help from staff.
In undergrad, we had to record and submit observation hours in 4 different settings: schools, hospitals, clinics and SNFs. I had had years of babysitting experiences with my siblings and family members and private jobs.
Nothing prepared me for observing how others handled behavior. I made sure that I learned by watching what was effective and worked for the therapists.
In California, we were required, at that time, to have a teaching credential. REASON: Because at some point, an SLP needed to come twice a week, during period 3, to lead a classroom of non severe Special needs students with a supply cart full of school supplies and lesson plans. I did that at my last job.
I think at this point, if your daughter plans on doing peds, she needs to volunteer at a local school. I was fortunate that I had exceptional teacher experiences to observe. The teachers were kind, gentle, but firm and effective. I’d like to think that I became that kind of person, and I think I did. My former grad students always told me that they loved the way I taught and how I disciplined.
My last student was (“Katie”) from NYU and most of her studies were done virtually. Katie wanted a CFY experience on the West Coast and apparently found me through NYU and ASHA. My boss really wanted her on his staff for schools, but she wanted to do the clinical route.
Katie wanted a supervisor who had had hospital experience, as well as school experience and bilingual certification. (She had limited school experiences, but eventually wanted to try her hand with bilingual populations.)
By the time she finished with me, her Spanish had grown exponentially and that’s because the kids and the parents also helped her.
Katie completed her hours at my school, but I also prepared her for a local hospital. We took extra time, so that I could explain Medicare and insurance codes. We spent a lot of time in showing her the differences between school assessments, required by the state, versus hospital assessments required by the insurance companies. In the end, she really liked her experience with me, and I had a really good, prepared future colleague. She ended up getting hired by a top hospital in our area. She’s still there; she loves it!
In our district, we required volunteers to be cleared by the State so potential volunteers had to go through the school district office. They fill out an application. They have a TB test done and they will go through a state screening.
Your daughter needs to be confident enough to be able to handle students of all ages, abilities, and incorporating her student IEPs into her lesson plans.
Thank you so much!