Final Reflection: Educational Practicum
Myeducational practicum experience at Great Lakes Elementary was my first school-based experience as a student clinician. The most pertinent goals I set for myself included: (1) increasing my confidence within the pediatric population (birth - 18 years old), (2) working with new student populations, and (3) gaining experience in work requirements outside of direct client contact (e.g., Individualized Education Plan meetings, professional collaboration, paperwork, contacting parents, etc.). Following is a brief reflection on my personal goals.
These goals were reached naturally as I gained experience in the school setting, with a caseload of 40+ students. My confidence in working with the childhood population increased through mere exposure to young students on a daily basis. The more I interacted with students, the more comfortable I became with working with them towards their speech and language goals. I found that by providing genuine respect towards students, in turn they worked hard for me.
The clinical population at Great Lakes Elementary School included children with language, articulation, fluency, and autism spectrum disorders. Through clinical observation of my placement supervisor Amy Johnson, MA/CCC-SLP, orientation to materials available within the speech therapy room, and personal research of each disorder, I gained knowledge of the previously listed populations of students. Application of this knowledge occurred continuously as I worked with these populations in individual and small group treatment settings.
Throughout my 9-week educational practicum,I gained experience in various work requirements outside of direct client contact. I was an active participant in all Individualized Education Plan meetings for students on my caseload. These meetings required goal setting, data collection, report writing, and parent contacts, all which I was exposed. I also gained experience in collaborating with other school professionals. This collaboration occurred impromptu on a daily basis, but also during planned meeting times. For example, each Monday I attended a meeting to collaborate with special educators, the school psychologist, and the principle. I also participated in parent/teacher conferences on two scheduled nights during my placement.
Great Lakes Elementary School was a positive educational-setting that provided me with a diverse set of experiences. I now have an increased confidence working with new student populations and other school-based work requirements. As a result of this placement, my experiences, and the guidance I received from my placement supervisor, I can step away from Great Lakes Elementary School feeling ready to begin work as a speech-language pathologist in the public schools. I look forward to new positive experiences and clinical growth in the future.
- Piper Doering, 2014