Speech pathology student perspectives of telepractice literacy placements during COVID-19

Lisa Furlong, Tanya Serry, Kerry Ttofari Eecen, Sharon Crosbie

Research output: Contribution to journalArticlepeer-review

Abstract

Speech-language pathologists (SLPs) have an important role in the literacy domain because of the relationship between oral language and learning to read. This study explored the practicalities of student-led telepractice literacy placements in Australia during COVID-19 lockdowns in 2020. Data were collected from eight participants via an online qualitative survey. Participants were either studying to become an SLP or were new graduates, i.e., had completed their final year of study to become an SLP in 2020; and they had completed a placement experience where they saw at least one client for assessment and/or intervention for literacy via telepractice. Eight complete survey responses were analysed using thematic analysis. Findings identified that SLP students' usual practices for literacy were modified in a telepractice environment; there was a heightened focus on communication skills for telepractice; and SLP students' preparedness was mostly facilitated by practical learning opportunities with peers and supervisors.
Original languageEnglish
Pages (from-to)116-121
Number of pages6
JournalJournal of Clinical Practice in Speech-Language Pathology
Volume23
Issue number3
Publication statusPublished - 2021
Externally publishedYes

Keywords

  • Clinical placements
  • Literacy
  • Speech-language pathology students
  • Telepractice

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