CenterforExcellenceinDisabilities(CED) TraineeHandbook
Providingleadershipinthedevelopmentofservicesand Supportsforpersonswithdisabilities.
TheLeadershipEducationinNeurodevelopmentalDisabilities(LEND)grantis fundedbytheU.S.DepartmentofHealth andHumanServices/HealthResources andServicesAdministration/MaternalandChildHealthBureau.
TABLEOFCONTENTS
1.CEDTraineeDirectory
- Time Log Sheets
- IndividualizedTraining Plan
- CorrectiveActionPlan
- EvaluationForms
- ExitInterview
2.ConfidentialitySecurityAgreement
3.NoticeofPrivacyPractices APPENDICES
AppendixA– Acronyms
Appendix B – Trainee Survey
This manual is supported in part by Project #MCJ-549170 from the Maternal and Child Health Bureau (Title V, Social Security Act), Human Resources and Services Administration, Department of Health and Human Services
2017-2018 LEND Trainee List
Name Discipline Mentor Email
Lauren Glover Speech Pathology Karen Haines
Elisabeth Kee Speech Pathology Karen Haines
Charlotte Lawhorne Educational Psychology Susannah Poe
Jennifer Owsiany Clinical Psychology Susannah Poe
Devin Parsons Educational Psychology Susannah Poe
Bobbi Phillips Physical Therapy Marybeth Mandich
Hayley Ramsey Special Education Susannah Poe
Courtney Riddell Social Work Diane Williams
Holly Sauvageot Occupational Therapy Anne Cronin
Hayley SlagleClinical Rehabilitation &
Mental Health Counseling Diane Williams
Brooke Suszynski Physical Therapy Marybeth Mandich
Anna Wortner Physical Therapy Marybeth
About theCED
The CenterforExcellenceinDisabilities(CED) atWestVirginia University(WVU)isapartofanationalnetworkofUniversityCentersforExcellencein DevelopmentalDisabilities(UCEDDs). UCEDDswere createdin1963 bythefederal governmentwiththe enactmentofPublicLaw88-164 toservepeoplewithintellectual disabilities. Today:
- There aresixty-seven(67) Centersacrossthe country, authorized undertheDevelopmentalDisabilitiesAssistanceandBillofRightsActof2000 (PL- 106402), toserve asresourcesfor Americanswithawiderangeofdisabilities.
- There is atleastoneineverystateand territory,
- They are affiliated withmajor researchUniversitiesand serve asaresourcesfor peopleof all ages.
- They workwith peoplewithdisabilities, membersof theirfamilies, stateandlocalgovernment agencies, andcommunityprovidersinprojectsthatprovide training, technicalassistance, service, research, andinformation sharing, withafocusonbuilding the capacityofcommunities tosustain alltheir citizens.
- TheCEDislocatedin Morgantown, WestVirginia.
- There isasatelliteofficeinBig Chimney, WestVirginia.
- TheWestVirginiaCenterisaunitwithinWestVirginia University(WVU), Health Sciences, and becauseoftheplacementwithin theUniversity, hasaccessand alignment withtheSchoolsofPharmacy, PublicHealth, Nursing, Medicine and Dentistry.
- Itsroleistoprovide education and trainingtoUniversitystudentsinmultipledisciplines; educatedirectcare providers whoservepersonswithdisabilities;and providepolicymakers withobjective information about thestatusofdisabilities servicesinWestVirginia.
- CED works in partnershipwiththe DevelopmentalDisabilitiesCouncil(DDC) andthe WestVirginiaAdvocates (WVA),to engageincapacitybuilding as well as providingadvocacyand systems change thatpromotestheintegrationandinclusionofpeoplewithdisabilitiesin communitylife.
GraduateAssistants Guidelines
The WVUCEDprovidesgraduate assistanttraineeopportunitiestoWVU studentspursuinghealthand humanservicedegrees. Traineeshipsmayincludestipendsandtuition waiversbased uponavailabilityof funding.Internshipsand practicumopportunitiesarealsoavailabletoundergraduatestudentsbasedon availabilityand programming.
TraineeEnrollment
Once thestudenthasbeen acceptedas a trainee, the following forms must be completed:
1.TraineeRegistration
2. StudentSupportIdentification
3. Background Check
4.TuitionWaiver Memo
TraineeContractsaredeveloped with supervisors and define expectations, roles and responsibilities. They are to be signed before the beginning of the training program.
AsapartoftheRobertC. Byrd HealthSciencesCenter, theCEDmustalsofollowpoliciesestablished byHSC fortheir students. Theseincludeproof ofcurrentimmunization (TB and HepatitisB1, 2, and 3) andcertificationin compliancewiththeHealthInsurancePortabilityandAccountabilityAct(HIPAA) and background check. Staff attheCEDwillensureyouropportunitytoreceiveHIPAAcertification, whichmustbecompleted yearlyandmaybeincludedonyour resume.
Requirementsof TrainingParticipants
Long-termTrainees
Long-termtraineesarethosewhowill:
- completeover 300 hoursoftraininginone academicyear with theCED. Most graduate assistantsareexpected towork20 hoursper week,meeting allrequirements within the20hours.
- complete theOrientation, aCoreCourse (DISB 580, Disability and the Family, or DISB 585, Disability and Society),Lifespan Disability Policy (DISB581),theLeadership Seminar, Journal Club, Family Partnership Program, and aminimumof45hoursof interdisciplinaryclinicalandfield experiences.
- be able to count WVU for-credit courses toward earning a graduate certificate in Disability Studies. For more information, contact Diane Williams, MSW, the Disability Studies Program Coordinator at .
Intermediate Trainees
Intermediate trainees are those who will complete over 40 – 299 hours of training in one academic year with the CED.
Short-term Trainees
Short-term trainees are those who will complete 1 – 39 hours of contact training in one academic year with the CED.
Other UniversityStudents
Other Universitystudentsarethosewhoarenotregistered asCEDtraineesand whomeetatleastoneof thefollowing:
- Enrolledin Universitycoursesrelated todisabilities,taughtby CEDfaculty/staff, andcarrying academiccredit;
- Enrolledin Universitycoursesrelated todisabilitiesandcarrying academiccreditfor whichCEDfacultyprovideoneor morelectures;
- Receivingother structured experiencesintheCED whichdoesnot otherwisemeetthedefinitionofCEDInterdisciplinaryTrainee;
- Students enrolled in the Undergraduate minor or graduate students enrolled in the Graduate Certificate in Disability Services.
ProfessionalConduct of CEDTrainees
TimeCommitment
During the20hoursper week, trainee timewillbespentininterdisciplinary clinicalorfield settingsand specificCEDactivities. Traineesmust attend acorecoursefortwosemesters,andtheleadershipseminarfor twosemesters.
TheCEDoperatesonthe WVUfacultycalendar and, as such, doesnothaveChristmasor spring breaks. GraduateAssistantsare expected tofulfill theirobligationof20hoursper weekduring breaks. However, inthecaseofThanksgiving and Christmas whenWVUfacultyand staff haveaholiday, thehours required willbelessthantwenty, depending uponthenumberofdaysoff forfacultyand staff. Graduate Assistantsareexpected toworkone-half thenumberofhoursinaweekasthefacultyand staff. For example,ifthefacultyisgiventhreedaysoff(24hours) and working twodays(16hours), thengraduate assistants willbeexpected toworkoneday(8 hours). Arrangementsmaybemadewiththegraduate assistant’s supervisortoallowtimefor out-of- towntravelbyaccumulating additionalhours. Thesearrangementsmustbeapproved prior totheholiday or break.
Confidentiality
AllCEDfaculty, staff, andtraineesmayhave accesstoclientinformationfor service, training, and/or evaluationpurposes. Incoming trainees will receive mandated HIPAA training prior to interaction in CED clinics. Clientinformation maynotbeshared withothersunlesstheclientorthe parent(s)/guardiansignstheCEDInformed ConsentFormtoreleasetheinformation topeopleor agencies outsideCEDand the WVU HealthSciencesCenter.Informationgainedfrom talking tocommunityand state agencypersonnelshould alsobehandled confidentiallyand professionallyin accordancewiththePrivacyPracticesPolicy (See Privacy Practices Policy page). Traineesareexpected tobehaveinethical, diplomatic, and discreetways regarding thesharingofinformationwithinCED/HealthSciencesCenter and withoutsideagencies withwhichtheymaydeal.All trainees should read, sign, and submit theConfidentialityand SecurityAgreementtotheLEND TrainingCoordinator.
DataCollection
All traineesarerequired tosubmitdataregarding their activitiestotheCED DataManager.TheData Manager willprovide traineesdetailedinstructionsfor completing dataforms.
DressCode
Inmanycases, atrainee’saffiliation withCEDisthebeginningofa careerinwhichheor shewillbe expected toexhibitprofessionalismin behavior,as wellasappearance. Traineesare expected todressina manner thatisconsistentwithappropriateprofessionalattire. Jeansmaybewornat theCEDandin some field experiencesdepending uponthesituation. For example,mentorsmaysuggesttotraineesto“dress down”whengoingonahomevisit. Jeanswithholes,shorts,lowcut tops, and athleticshoesarenot considered professionaldressand shouldnotbewornatCEDorinclinicalsettings.
UseofCEDResources
Traineeshave accessto:
- useofthecopymachine,
- long distancetelephone calls,
- fax machine,
- job-related travel,
- computers.
Questionsregarding specificusesoftheseresources should be addressed tothe trainee’s supervisorormentor. TheCEDResourceCenter isavailable tostudents, professionals,communitymembersand peoplewithdisabilitiestogetinformationondisabilities. The ResourceCenterincludesinformationondisabilitylaw, researchand bestpractice, referralsources, advocacysupportsandcommunityliving and is located on the first floor room 117.
Evaluation
Trainees willbe asked tocompleteaself-assessment oftheirITPwithCEDat mid- termandattheendofthe springsemester. Each will completeaSelf-Evaluationand anExitInterview upon completion of the academic year. Theseevaluationswillbesubmitted totheLEND TrainingCoordinator and retainedin the trainee’spermanentfile.It is critical that trainees provide on email address at this time that will remain in use throughout the follow-up period.
Follow-up
Oneyear afterleaving CED, thetraineewillbecontacted and askedtocompleteafollow-up evaluation andinformationform. Follow-up willbe conductedat1year, 5yearsand 10yearsout.Information will beused toevaluateandimprovetheprogramsoftheCED. Traineesmaybecontactedfor severalyears after their tenure at theCEDsoitisimportanttothat they update their contact information as needed.
Leadership EducationinNeurodevelopmental Disabilities (LEND)
About LEND– FromtheAssociationof UniversityCenterson Disability(AUCD) website
LeadershipEducationinNeurodevelopmentalandRelatedDisabilities(LEND) programsprovidelong- term, graduatelevel interdisciplinarytrainingas well asinterdisciplinaryservicesandcare.Thepurpose ofthe LENDtraining programistoimprovethehealthofinfants, children,and adolescentswith disabilities by developing clinically competent leaders, skilled in the interdisciplinary process, who make family-centered, coordinated care a reality and improve the health care status of infants, children and adolescents with or at risk for Autism and related neurodevelopmental disabilities, and their families.Theyaccomplishthisbypreparingtraineesfromdiverseprofessionaldisciplinestoassume leadership rolesintheir respectivefieldsand byinsuringhighlevelsofinterdisciplinaryclinical competence.
The LENDS grew from the 1950s efforts of the Children's Bureau (now the Maternal and Child Health Bureau) to identify children with disabilities as a Title V of the Social Security Act program priority. They are currentlyfunded in part under the 2006 Combating Autism Act and are administered by the Health Resources and Service's Administration's (HRSA) Maternal and Child Health Bureau (MCHB).
There are LEND programs located in 42 U.S. states, with an additional six states and two territories reached through program partnerships.Collectively, theyforma nationalnetworkthatsharesinformationandresourcesandmaximizestheirimpact. Theyworktogether toaddressnationalissuesofimportance tochildrenwithspecialhealthcareneedsandtheirfamilies, exchangebestpracticesand develop shared products. Theyalsocometogether regionallytoaddress specificissuesandconcerns.
WhileeachLENDprogramisunique, withitsown focusandexpertise, theyallprovide interdisciplinarytraining,havefacultyand traineesinawiderangeofdisciplines, andincludeparents, persons with disabilitiesor familymembersaspaid programparticipants. Theyalsosharethefollowingobjectives:
1.Advancing theknowledgeand skillsofallchildhealthprofessionalstoimprovehealthcare deliverysystemsforchildrenwithdevelopmentaldisabilities;
2.Providinghigh-qualityinterdisciplinaryeducationthat emphasizestheintegrationofservicesfrom stateandlocal agenciesandorganizations, privateproviders, and communities;
3.Providinghealthprofessionalswithskillsthatfostercommunity-based partnerships;and
4.Promotinginnovativepracticestoenhanceculturalcompetency,family-centeredcare,and interdisciplinarypartnerships.
LEND prepares health professionals to assist children and their families in achieving their developmental potential by forging a community-based partnership of health resources and community leadership. Program objectives are to identify, recruit, and select health care professionals who have a demonstrated commitment to children with special health care needs; to prepare MCH/LEND trainees who can participate in interdisciplinary activities with family-centered care; and to develop leaders who are capable of working in rural Appalachian community, hospital and clinic-based health care. To meet these objectives, the Program sponsors interdisciplinary clinics, utilizes various classroom and clinical training methods, and provides leadership and training observation opportunities.
PROGRAMREQUIREMENTS FORLEND
1.Orientation
Theorientation program, conductedatthebeginningofeachfallsemester,introducestraineestothe WVUCED. ItprovidesanoverviewoftheCenter’smanagementsystemandoperations, an introduction tothecorefacultyand staff, andanoverviewof thegoalsandobjectives. Orientation beginsthelearning processfor traineestobecomecommitted toandinvolvedindeliveryofsupport, within their discipline,topeoplewithdisabilitiesandtheirfamilies. All traineesarerequired toattend theorientation.
2.CoreCourses
Disability Studies Courses
Graduate students may complete an Interdisciplinary Certificate in Disability Studies which will include some of the following courses. Contact Diane Williams at for more information.
DISB 580. Disability and the Family. 3 Hours. This course is designed to familiarize students with developmental disabilities and their impact on families. Interdisciplinary, family-centered care is emphasized, along with how to access resources to meet the needs of children and families.
DISB 581. Lifespan Disability Policy. 3 Hours. Overview of health, education, financial and related policies impacting individuals with disabilities across the lifespan and at the federal, state, and local levels.
DISB 585. Disability and Society. 3 Hours. This course provides a global, interdisciplinary overview of issues and policies that are the concern of individuals with disabilities (e.g., public policy, health-related issues, employment, and social benefits).
3.InterdisciplinaryClinics
TheFeedingand Swallowing DisordersClinicmeetsweeklyintheCEDclinicspace.Inconjunction withLENDmentors, traineesparticipateinassessment, reporting,carecoordination andfollow-upfor childrenwhohaveneurological, physiologicaland behavioraldifficultieswitheating.
TheNextStepsClinicmeetsfortwohoursonthesecondandfourthThursdaysofthemonthin the CEDclinicspace.Inconjunction withthe LENDmentors, traineesparticipateinassessment, reporting, treatment coordination, andfollow-upforchildrenwithavarietyofdisabilitiesand theirfamilies. Particular emphasisisplacedonassistingindividualswithdisabilitiesastheyencounterlife transitions. Aninterdisciplinary,family-centered modelisfollowed. Thisclinicnotonlyprovidesavaluable servicetochildrenand theirfamilies, butalsoprovidesclinical,management andleadership opportunitiesfortrainees.
4.TheFamilyPartnership Program
TheFamilyPartnership Program(FPP) providestraineestheunique opportunitytolearndirectlyfromafamily rather thanfromclinicalor didactic experiencesalone. Thisprogramprovidestraineeswithanin-depth experiencewithafamilyofachild withspecialhealthcareneeds. Throughthisprogram,traineeswill:
- acquire anunderstandingoftheelementsofafamily-centered approach
- demonstratea workingknowledgeofthewaysinwhichexisting systemsand policiescanbecomemoreresponsiveto familyconcernsand priorities.
Therequirementsof theprogramarepurposelyflexibletoallowfor the convenienceofthefamily. Trainees shouldmaintainregular contactwiththefamilyand shouldavoid activitiesthatmaybe intrusivetothefamily.Throughthisprogram, eachstudentwillgeta “truetolife”feelingfor whatlife islikeinthehomesetting, aswell asthe educational andcommunitysetting. Graduatesoftheprogram havereported thisexperience asbeingoneoftheir mostrewardinginthe LENDprogram.
TheFPP coordinatorisresponsibleforlinkingoneor two trainees withafamilyoftheir choice.The requirementsoftheprogram arelisted belowand trainees willrecord their experienceswiththeir assignedfamiliesinajournal. Theseactivities should include:
1)Anintroductiontothefamilybyvisiting withthefamilyduringa mealorother timewhenthe familyisengagedin aroutinefamilyactivity;
2)Aphysician’sappointmentoranyother parent-professional meeting;
3)Interactionswiththefamilyduringtwoadditionaltimesconvenienttothefamily; and,
4)An observationofthechildinaneducationalortherapeuticsetting.
Therequirementslistedaboveareto be completed by the endof thefirst semester. Studentsare requiredat theendof thefirst semesterto contacttheFPP coordinatorvia emailwithanupdateon first semester requirements, including theirjournalnotes.
•During thespring semester, aspecialprojectisrequired. Together withthefamily, traineesidentify goalsand activitiesfor thespring semester.Theseshould be mutuallybeneficial, consideringthe learningneedsofthetraineeand thefamily’spriorities. Traineesdecideonaprojector major activity thatcanbecompleted during thespring semester withthefamily. Someideasfor specialprojectsfor past traineesandfamiliesinclude:
•Developing a“Funand CareBook” that thefamilycould sharewithbabysittersor respiteworkers abouttheir child.
•Helping afamilytoapplythroughWV Medicaidforassistive technologyfunding.
•Linkingfamilieswithappropriatefinancialsupportsystems suchas SSI, Medicaid- Home& CommunityBased Waiver andthe WV FamilySupportProgram.
•Makingavideotapeofthechild’sfunctionalabilitiestobeused toapplyfor medical equipmentor anassistanceprogram.
•Spendingtimeobserving thechildinaneducationalsetting and reporting backtothefamily(this willrequirepermissionfromtheschool.)
Attheendofthesemester, thestudentisrequiredtowriteareactionpaperthatisconcise and descriptiveoftheexperience, detailing whatwaslearnedandhowthe experiencecompared toother trainingexperiencesandforums(readings,lectures,practica). Thepaper should be typed, double- spaced, and approximatelythreepagesinlength. Aphotographofthetraineewiththechild andfamily should accompanythepaper along withaCED MediaConsentForm. Thepaper should beemailed to thecoordinatornolater thanApril30. Contactthe coordinatorifyouhave anyquestionsor concerns. Thegoalistomaketheexperienceonethatyou willalwaysremember asyouheadoutinto theworldofwork.
Family Partnership Program Coordinator
Kendra Shaw Program Coordinator,
WVU Center for Excellence in Disabilities
(304) 293-4692 Ext. 60682
1.Clinical and Community Observation Experiences
A wide variety of clinics and community settings are available for observational experiences. The LEND Training Coordinator will review journal entries detailing learning experiences as described by the trainee through the academic year. For experiences that conflict with class times, trainees should arrange to observe during semester breaks or make alternate arrangements with the Training Coordinator. CED Clinics, WVU Clinics and Community Clinics are arranged by the Training Coordinator. Jennifer Forester, MSW, arranges clinics at the WVU Physician Office Center. Her phone number is (304)293-1244 and her email is .
CED Clinics
Clinic:Feeding and Swallowing Disorders Clinic *
Place:CED, 959 Hartman Run Rd.
Time:Thursdays, 10:00-12:00
Contact:Monica Andis, M.S., R.D., (304) 293-4692 or
Description:This clinic is staffed by an interdisciplinary team from the areas ofnutrition, psychology,
Speechpathology, and social work.
Learning Objectives: The student will learn about:
Feeding problems that occur in children with disabilities.
Complex medical conditions that affect feeding and swallowing.
Behavioral components of feeding problems.
Resources available to help children with feeding problems and their families.
Clinic:Next Steps LEND Clinic*
Place:CED, 959 Hartman Run Road, Ground Floor Clinic Time:Second and fourth Thursdays,
1-3 p.m.
Contact:Diane Williams, LEND Training Coordinator, (304) 293-4692,. or
Kendra Shaw, Family Partnership Program/Next Steps Family Coordinator/MCH/LEND
Administrative Secretary (304)293-4692, .
Description:Interdisciplinary clinic for children and adolescents and their familiesexperiencing
difficulties with transition or with systems impacting their lives.
Learning Objectives: The student will learn about:
Types of disabilities that affect children, especially autism.
How children are evaluated and assisted by an interdisciplinary team.
Resources available for assisting children with disabilities and their families.
Families barriers to obtaining services or issues with systems
How families can assist the child or teen with disabilities in effective life transitions.
WVU Physician Office Center Clinics
Clinic:Children with Special Health Care Needs (CHSCN) Seizure Disorder Clinic
Place:Physician Office Center, Pediatrics, 2nd Floor
Time:The CSHCN seizure clinic, third Monday afternoon and the fourth Tuesday of each month.
Contact:Jennifer Forester, M.S.W., (304) 293-7331 or
Description:Thestudents will observe different neurologic diagnoses and treatments via an
interdisciplinary team that includes a social worker, nursing, and pediatric neurologists.
Clinictime rangesfrom 15 minutes to longer, basedon the needs of the child.
Learning Objectives: The student will learn about:
Differing neurologic diagnoses.
Workings of an interdisciplinary team.
Resources available to families through CSHCN.
Clinic:Cleft Lip and Palate Clinic
Place:Physician’s Office Center, 1st Floor, Otolaryngology (ENT) Time:Second Wednesday of every month, 1-4 p.m.
Contact:Monica Andis, M.S., R.D., (304) 293-4692, ext 1148 or
Description:This clinic provides diagnostic and follow-up services for children of all ages who have cleft
lip and palate. Disciplines directly involved in theclinic include speech pathology, dentistry,
nursing, nutrition and otolaryngology.
Learning Objectives: The student will learn about:
Causes of Cleft Lip and Palate including genetic syndromes.
How a multi-disciplinary team assists children with cleft palate and their families.
Resources available for children with cleft palate and their families.
Clinic:Genetics Clinic
Place:Physician’s Office Center, 2nd Floor, Pediatrics, Special Clinics Suite Time: As arranged
Contact:WVU Genetic at(304) 293-7332.
Description:Childrenand families with, or suspected of having, genetic disorders are provided services
consistingof assessment, service coordination, genetic counseling, andfollow-up.
Learning Objectives: The student will learn about:
Causes and treatment of genetic disorders.
Causes of health problems due to exposure before birth to toxic substances.
Resources available to help those with genetic disorders and their families.
Clinic:Genetics Outreach Clinics
Place:Martinsburg, Wheeling, Parkersburg, Charleston, Beckley and Huntington.
Time:As arranged.
Contact:WVU Genetics at (304) 293-1244. Description:Same as above.
Learning Objectives: Same as above.
Clinic:Klingberg Neurodevelopmental Center, Attention Deficit Disorder Clinic
Place:Physician’s Office Center, 2nd Floor Pediatrics, Special Clinics Suite Time: Varies.
Contact:Jennifer Forester, M.S.W., at (304) 293-1244 or
Description:Throughobservation, the trainee will learn the diagnostic criteria for a diagnosis of ADD in a medical clinic setting. Clinic time is typically 1 ½ to two hours.
Learning Objectives: The student will learn about:
Diagnosis of ADD and ruling out other diagnostic possibilities.
Importance of psycho-educational evaluations and how tointerpret them.
How to score Hawthorne ADD assessment scales.
Treatment and follow-up for ADD.
Identifying resources available, through websites, books,to children and families that receive a diagnosis of ADD.
The importance of IEPs and 504 Plans
Clinic: Klingberg Neurodevelopmental Center, Neurodevelopmental Clinic
Place:Physician’s Office Center, 2nd Floor Pediatrics, Special Clinics Suite Time: Varies.
Contact:Jennifer Forester, M.S.W., at (304) 293-1244 or
Description:Students will observe a diagnostic assessment for a child typically under that ageof 4 with
concerns for an autism spectrum disorder. Clinic sessions typically last 3hours.
Learning Objectives: The student will learn about:
Diagnosing an autism spectrum disorder in a medical setting.
Administering and scoring a developmental assessmenttool, the DP-3 Scale (GARS)
Administering and scoring the Gilliam Autism Rating Scale.
Delivering sensitive information to families.
Resources available in the state of WV for assistance.
.
Clinic:Audiology Clinic
Place:Allen Hall, WVU Evansdale Campus
Time:Monday through Thursday, 9:30-11:30, 1:30-3:30
Contact:Gayle Neldon, , 293-4241 Description: Clients of all ages
receive outpatient audiology services.
Learning Objective: The student will learn about:
Hearing screening and evaluation.
The importance of hearing in language development.
Types of hearing problems in children and adults.
Clinic:Speech and Language Pathology Clinic
Place:Allen Hall
Time:Monday through Thursday, 9:30-11:30, 1:30-3:30
Contact:Karen Haines, , (304) 293-4241
Description:Clients of all ages receive outpatient speech language therapy.
Learning Objectives: The student will learn about:
Individual benefits from a speech language evaluation.