Training a new generation of speech-language pathologists with competences in the management of literacy disorders and learning disabilities in Hong Kong

Training a new generation of speech-language pathologists with competences in the management of literacy disorders and learning disabilities in Hong Kong

• Yuen, Chi Pun The Hong Kong Institute of Education

Folia Phoniatrica et Logopaedica, 66(4), 197-205, 2015

S. Karger AG

2015

• E Special Education
  • EF Education for Speech & Language Impairments
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Management Literacy Disorders Learning Disabilities

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

One of the recent developments in the education of speech-language pathology is to include literacy disorders and learning disabilities as key training components in the training curriculum. Disorders in reading and writing are interwoven with disorders in speaking and listening, which should be managed holistically, particularly in children and adolescents. With extensive training in clinical linguistics, language disorders, and other theoretical knowledge and clinical skills, speech-language pathologists (SLPs) are the best equipped and most competent professionals to screen, identify, diagnose, and manage individuals with literacy disorders. To tackle the challenges of and the huge demand for services in literacy as well as language and learning disorders, the Hong Kong Institute of Education has recently developed the Master of Science Programme in Educational Speech-Language Pathology and Learning Disabilities, which is one of the very first speech-language pathology training programmes in Asia to blend training components of learning disabilities, literacy disorders, and social-emotional-behavioural-developmental disabilities into a developmentally and medically oriented speech-language pathology training programme. This new training programme aims to prepare a new generation of SLPs to be able to offer comprehensive support to individuals with speech, language, literacy, learning, communication, and swallowing disorders of different developmental or neurogenic origins, particularly to infants and adolescents as well as to their family and educational team.
[Copyright © 2015 S. Karger AG, Basel.]

• English

Journal Articles

• 10217762

https://bibliography.lib.eduhk.hk/bibs/5a2c7262

2015-06-23