Share Your Expertise “Being in the trenches,” as some would say, or “working in the schools” is rewarding, but can be challenging. This especially occurs when we are asked to work with speech and language disorders when our training has included minimal course work, supervised practicum, and experience. Often this happens with ... Article
Article  |   December 01, 2002
Share Your Expertise
Author Affiliations & Notes
  • Judith T. Eckardt
    Private Practice, Tucson, AZ
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / School-Based Settings / Professional Issues & Training / Regulatory, Legislative & Advocacy / Language Disorders / Speech, Voice & Prosody / Articles
Article   |   December 01, 2002
Share Your Expertise
SIG 4 Perspectives on Fluency and Fluency Disorders, December 2002, Vol. 12, 16-17. doi:10.1044/ffd12.3.16
SIG 4 Perspectives on Fluency and Fluency Disorders, December 2002, Vol. 12, 16-17. doi:10.1044/ffd12.3.16
“Being in the trenches,” as some would say, or “working in the schools” is rewarding, but can be challenging. This especially occurs when we are asked to work with speech and language disorders when our training has included minimal course work, supervised practicum, and experience. Often this happens with the disorder of stuttering. Usually children who stutter make up a small portion of our caseload, and there may be some years when we serve no children who stutter. If we do work with these children, ethical issues are often present, because of our inability to be totally effective. This ineffectiveness is due to the complex nature of stuttering and it’s persistent cycles. Also, the demand for us to serve many different speech and language delays and disorders in the schools reduces our abilities to be competent in every area. In reality, we cannot be an expert in serving every kind of communication problem. Yet, the ASHA Code of Ethics (2001)  states, “Individuals shall provide all services competently” (p. 2); “Individuals shall use every resource, including referral when appropriate, to ensure that high-quality service is provided” (p. 2); “Individuals shall engage in only those aspects of the professions that are within the scope of their competence, considering their level of education, training, and experience” (p. 3).
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