Perceptions of speech-pathology and audiology students concerning death and dying: a preliminary study.

BACKGROUND: Formal training in dealing with death and dying issues is not a standard content area in communication sciences and disorders programmes' curricula. At the same time, it cannot be presumed that pre-professional students' personal background equips them to deal with these issues. AIM: To investigate the perceptions of pre-professional speech-language pathology and audiology students' need for formal training in death and dying issues. METHODS & PROCEDURES: Participants were 230 undergraduate and graduate students enrolled in communication sciences and disorders courses in a southern, metropolitan university, in the USA. A questionnaire developed by the researchers was given. Post-hoc analyses were conducted. OUTCOMES & RESULTS: Results indicated that participants desired training in the area of death and dying before entering the professional world, even though they rated themselves to be fairly knowledgeable about the topic. Preferred methods for acquiring knowledge about death and dying were personal and professional experiences, followed by consulting professional resources, classroom instruction, and talking to professionals who are familiar with death and dying. CONCLUSIONS: Education in death and dying is needed by pre-professional, speech-language pathology and audiology students who appear to be at risk for professional obstacles and emotional trauma from the death of their patients.

Preventing multiple-choice tests from impeding educational advancement after acquired brain injury.

PURPOSE: The purpose of this article is to present management strategies that can be used to breach barriers created for students with acquired brain injuries by testing the students in the multiple-choice format. METHOD: This article presents a case study of a high school student with severe hydrocephalus and difficulties with state-mandated reading comprehension tests who was denied exceptional student education services because her grades were "so good." Result Although an honor student who received academic awards, she was never taught how to pass the state reading test and was denied her diploma at graduation. IMPLICATIONS: The cognitive obstacles posed by the multiple-choice format can be specified and treated. In-service training can help school staff and officials to recognize and serve these children promptly so that academic disability can be prevented.