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Involving Adult Service Users with Learning Disabilities in the Training of Speech and Language Therapy Students.

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Title: Involving Adult Service Users with Learning Disabilities in the Training of Speech and Language Therapy Students.
Authors: Harding, Celia1
Source: International Journal of Teaching & Learning in Higher Education. 2008, Vol. 20 Issue 2, p207-213. 7p.
Subject Terms: *Learning disabilities, *Foreign language education, Speech, Pilot projects
Geographic Terms: London (England), England
Company/Entity: City University (London, England)
Abstract: This article describes a pilot project carried out at City University London, Department of Language and Communication Science, where adult service users with learning disabilities trained first-year speech and language therapy students. The training involved presentations by the service users on their involvement in interviewing support staff, work experience, and daily routines. All service users employed their preferred communication mode when presenting. The purpose of this project was to evaluate the students' perceptions of the benefits of the training for them as future practitioners as well as developing their own disability awareness. Twenty-four students took part in the training, and 13 students completed an evaluation questionnaire. The feedback from students was generally positive with a range of comments around how they valued the experience in terms of developing knowledge and insight as well as challenging their own perceptions of disability. In addition, service users were asked to evaluate their own achievements in relation to the experience of teaching students. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Involving Adult Service Users with Learning Disabilities in the Training of Speech and Language Therapy Students.
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  Data: <searchLink fieldCode="AR" term="%22Harding%2C+Celia%22">Harding, Celia</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Teaching+%26+Learning+in+Higher+Education%22">International Journal of Teaching & Learning in Higher Education</searchLink>. 2008, Vol. 20 Issue 2, p207-213. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22London+%28England%29%22">London (England)</searchLink><br /><searchLink fieldCode="DE" term="%22England%22">England</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22City+University+%28London%2C+England%29%22">City University (London, England)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This article describes a pilot project carried out at City University London, Department of Language and Communication Science, where adult service users with learning disabilities trained first-year speech and language therapy students. The training involved presentations by the service users on their involvement in interviewing support staff, work experience, and daily routines. All service users employed their preferred communication mode when presenting. The purpose of this project was to evaluate the students' perceptions of the benefits of the training for them as future practitioners as well as developing their own disability awareness. Twenty-four students took part in the training, and 13 students completed an evaluation questionnaire. The feedback from students was generally positive with a range of comments around how they valued the experience in terms of developing knowledge and insight as well as challenging their own perceptions of disability. In addition, service users were asked to evaluate their own achievements in relation to the experience of teaching students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=44785004
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      – Code: eng
        Text: English
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        PageCount: 7
        StartPage: 207
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      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Foreign language education
        Type: general
      – SubjectFull: Speech
        Type: general
      – SubjectFull: Pilot projects
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      – SubjectFull: London (England)
        Type: general
      – SubjectFull: England
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      – SubjectFull: City University (London, England)
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              Text: 2008
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