What’s in a Name? In the September 2015 issue, Barbara Ehren wrote a cogent article about a pervasive issue in the schools (“Shout It Out: We Are Critical to Students’ Academic Achievement”): “Often when teachers and administrators speak of the ‘speech teacher,’ they think only of articulation therapy and wonder how someone who helps ... Inbox
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Inbox  |   November 01, 2015
What’s in a Name?
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Speech, Voice & Prosodic Disorders / School-Based Settings / Inbox
Inbox   |   November 01, 2015
What’s in a Name?
The ASHA Leader, November 2015, Vol. 20, 4. doi:10.1044/leader.IN1.20112015.4
The ASHA Leader, November 2015, Vol. 20, 4. doi:10.1044/leader.IN1.20112015.4
In the September 2015 issue, Barbara Ehren wrote a cogent article about a pervasive issue in the schools (“Shout It Out: We Are Critical to Students’ Academic Achievement”): “Often when teachers and administrators speak of the ‘speech teacher,’ they think only of articulation therapy and wonder how someone who helps children ‘pronounce words’ has anything to offer in addressing the vexing problems involved in teaching children and adolescents to meet the high expectations of the Common Core State Standards (CCSS) or similarly complex standards.”
Several years after a survey showing that speech-language pathologists were heavily involved—as described in my 1971 article, “Current Clinical Practices in Language,” in Asha magazine—“language” was added to the name of our association. While state and national documents list us as “speech-language pathologists,” there is often a disregard for adding “language” to our titles in school and hospital settings. This perpetuates the perception that we are primarily “speech fixers.” If professionals find the five-syllable “speech pathologist” preferable to seven syllables, let’s use the three-syllable “SLP.” However, let’s be sure that we are identified as more than “speechies.”
Joel Stark, Flushing, New York
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November 2015
Volume 20, Issue 11