Source: Teacher Education and Special Education, 38(1), February 2015, p. 58-70
Research indicates that school professionals require and desire additional autism spectrum disorder (ASD) -specific professional development, both at the pre- and in-service levels. Speech–language pathologists (SLPs) are one member of a school-based team who frequently serve children with ASD.
Due to broad graduate training requirements, SLPs receive limited ASD-specific clinical education, which may affect their contributions on school-based intervention teams.
Hence, this paper aims to briefly describe an apprenticeship model of clinical supervision.
This model may be well suited to preparing SLPs to significantly contribute to school teams serving children with ASD.
The article presents a case illustration of the use of this model within university graduate program.
It briefly discusses implications for pre- and post-professional education and development.