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Essay on History of Speech Language Pathology
Essay on History of Speech Language Pathology
1692 Salem witch trials
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When speech-language pathology first came to America there was no certification needed in order to practice. Instead, the first speech pathologists were educators and other professionals who wanted to help others who had problems with their speech. Numerous of the first speech-language pathologists became interested in the upcoming field after they had overcome problems with speech themselves, or people they were close to. Because the first speech pathologists were people in respectable positions, many of their names have been seen elsewhere in history. For example, Alexander Melville Bell, and his son Alexander Graham Bell were both respected clinicians in the times of the first speech-language pathologists. In fact, Alexander Melville Bell invented what is known as visible speech. (Duchan). According to the Merriam-Webster dictionary, visible speech is “a set of phonetic symbols based on symbols for articulatory position” (“Visible speech” def. 1). Another example of a famous first speech-language pathologist is the respected schoolmaster from Boston, Elijah Corlet. Corlet helped Cotton Mather, author and participant in the Salem Witch Trials, overcome a stuttering issue. (Duchan). These professionals felt it was necessary to create interest groups in order to keep the less respectable clinicians out of practice. One of the most prestigious of these interest groups was known as the American Academy of Speech Correction (AASC). According to researchers from the Center on Human Development and Disability at the University of Washington, “Pioneers in the field, including Charles VanRiper, focused on developing a scientific base for research and practice in the field.” The research efforts included creating diagnostic tests in a va... ... middle of paper ... ...guage pathology requires face to face sessions, the field is also expected to remain stable in employment. Works Cited “Adult Speech and Language.” Asha.org. American Speech-Language-Hearing Association, 2014. Web. 05 Feb. 2014. “Audiology and Speech-Language Pathology (B.S.)” Bloomu.edu. Bloomsburg University of Pennsylvania, 2014. Web. 28 April 2014. “Careers in Speech-Language Pathology.” Asha.org. American Speech-Language-Hearing Association, 2013. Web. 30 Dec. 2013. Duchan, Judith F. "What Do You Known About Your Profession's History?" Asha.org. American Speech-Language-Hearing Association, 24 Dec. 2002. Web. 01 May 2014. "History of ASHA." Asha.org. American Speech-Language-Hearing Association, 2014. Web. 01 May 2014. "Speech and Language." UW Departments Web Server. Center on Human Development and Disability at University of Washington. Web. 01 May 2014.
Spradley, T. S., & Spradley, J. P. (1978). Deaf Like Me. Washington, DC: Gallaudet University.
Therefore, I plan on closely examining audiology not only in a clinical setting but also in a research setting after my first year in USF’s program. I plan on closely examining innovative audiological strategies, as a graduate student, inside and outside of the classroom, while immersing myself in the intellectual community within the department. While my future classmates at USF may claim that they were born audiologists, I am proud to proclaim, as I have reflected on my journey thus far, that I have gained an intellect and love for audiology that drives my unrelenting passion for the field.
“It would have been difficult to find a happier child than I was as I lay in my crib at the close of that eventful day and lived over the joys it had brought me, and for the first time longed for a new day to come. I had now the key to all language, and I was eager to learn to use it” (Keller 146). The ability to actually comprehend words and associate those words to thoughts and feelings rejuvenated her. Keller was reborn that day, with a new ‘vision’ and a new direction. What started that day, culminated into Keller becoming the first deaf person to earn a bachelors degree.
In the autobiography Deaf Again, Mark Drolsbaugh writes about his life being born hearing, growing up hard of hearing, to eventually becoming deaf. By writing this book, he helps many people view from his perspective on what it is like for someone to struggle trying to fit in the hearing society. Through his early years, his eyes were closed to the deaf world, being only taught how to live in a hearing world. Not only does the book cover his personal involvement, but it covers some important moments in deaf history. It really is eye-opening because instead of just learning about deaf culture and deaf history, someone who lived through it is actually explaining their experiences.
The “deaf and dumb” stigma as well as the delayed language and cognitive development of some Deaf children concerns this topic. “Ninety percent of deaf children have hearing parents, and usually there’s a significant communication gap” (Drolsbaugh 48). Therefore, it is not that being born deaf or hard of hearing that makes children unintelligent. It is the lack of access to language in the critical early years, as hearing parents often do not know sign language, that causes later issues in education. This can be seen from the fact that the brain’s plasticity, or its ability to acquire new information and establish neural pathways, is the greatest at birth and wanes throughout development. Therefore, if a child does not have sufficient access to language before five, significant language, and thus cognitive impairment, can result (100). Additionally, children learn about the world around them and develop critical thinking skills through asking questions. However, hearing parents often “wave off” such questions as unimportant due to difficulty explaining them (48). Therefore, early exposure to an accessible language such as ASL is crucial in developing language and cognitive abilities. When hearing families are fully aware and understanding of this, it can greatly facilitate improvements in education for Deaf
Lee, Hepburn, Mares, Hoffman, Squire, and the American-Speech-Language-Hearing Association all dove into the topic of how important speech pathology is, especially in the school systems. Lee and Hepburn brought up the important fact that speech programs have actually been taken out of more schools instead of being spread throughout the systems. Mares, Hoffman, Squire, and the American-Speech-Language-Hearing Association all gave us more insight to the world of speech pathology. Now we must go out and use that insight to spread, not take away from programs that are built to aid those in
...people making decisions for the deaf community. The past resulted in the strengthening of unity in the culture. “They claim the right to “personal diversity”, which is “something to be cherished rather than fixed and erased” (Tucker, 1997).
Spradley, T. S., & Spradley, J. P. (1978). Deaf Like Me. Washington, DC: Gallaudet University.
The researcher found that the “effects of the early acquisition of ASL include an increased role for the right hemisphere and for parietal cortex and this occurs in both hearing and deaf” (“Neural Systems Mediating American Sign Language: Effects of Sensory Experience and Age of Acquisition.”) individuals, and this serves for a better cognitive performance. As Sam Berdy, who is also Deaf, said, “There are two worlds: the deaf world and the hearing world. There are some people in the deaf community that feel that hearing people look down on us” (“Deaf Quotes.”). With this quote, the researcher found a term that supported the above information; which is ‘audism’. Audism is “the notion that one is superior based on one's ability to hear” and “the belief that life without hearing is futile and miserable, that hearing loss is a tragedy and "the scourge of mankind," and that deaf people should struggle to be as much like hearing people as possible” (“Audism.”). The researcher’s founded term fit the study, helped prove that there are negative stigmas aimed at Deaf culture, and showed the researcher that education about Deaf culture and its language could delete terms like audism, deaf-and-dumb, and many
In the book Seeing Voices, the author describes the world of the deaf, which he explores with extreme passion. The book begins with the history of deaf people in the United States of America, the horrible ways in which they had been seen and treated, and their continuing struggle to gain hospitality in the hearing world. Seeing Voices also examines the visual language of the deaf, sign language, which is as expressive and as rich as any spoken language. This book covers a variety of topics in deaf studies, which includes sign language, the neurology of deafness, the treatment of Deaf American citizens in history, and the linguistic and social challenges that the deaf community face. In this book, Oliver Sacks does not view the deaf as people having a condition that can be treated, instead he sees the deaf more like a racial group. This book is divided into three parts. In the first part, Oliver Sacks states a strong case for sign language, saying it is in fact a complete language and that it is as comprehensive as English, French, Chinese, and any other spoken language. He also describes the unhappy story of oralism (this is the education of deaf students through oral language by using lip reading, speech, and mimicking the mouth shapes and breathing patterns of speech)) in deaf children’s education. In addition, the first part is about the history of deaf people as well as information about deafness. It also includes the author’s own introduction to the world of the deaf.
Gallaudet, at the request of Alice’s father Dr. Cogswell, left for England with the intentions of learning the “oral-only” method of teaching used at the Braidwood Academy of the deaf, a method that used speech training to generate sounds, but “the Braidwood family...
It’s interesting to know that clinics like the one I volunteer for are approved by the Department of Education and can provide additional services to children who need them. I have been told by quite a few people that in the past, speech-language pathologists had to know a little bit of everything, and while that still holds true today, specialized speech-language pathologists are becoming more of the norm. The American Speech-Language-Hearing Association offers SLPs the opportunity to receive their Clinical Specialty Certification, which is a step beyond the Certificate of Clinical Competence. These areas include Child Language and Language Disorders, Fluency and Fluency Disorders, Swallowing and Swallowing Disorders, and Intraoperative Monitoring; Auditory Verbal Therapy (AVT), what the SLP that worked with Student A was certified in, is governed by the Alexander Graham Bell Academy for Listening and Spoken Language. As a future speech-language pathologist, I will be able to refer a child whose speech and language issues go beyond hearing loss to the appropriate SLP and work collaboratively with him/her; educators will be able to advocate for their
Lee, V. and Gupta, P.D. 1995. Children’s Cognitive and Language Development. Oxford: Blackwell Publishers in association with the Open University.
Hulit, L. M., & Howard, M. R. (2002). Born to talk: An introduction to speech and language development (3rd ed.). Boston: Allyn & Bacon.
Speaking is a natural ability given to most reluctant individuals. Since the beginning of time, it has been assumed that we have a right to speak and use words, thus we naturally begin our development of language during the early stages of live. After years of grasping and perfecting our vocabulary and language, it seems unnecessary to study the purpose of our development. Why, then, should we study “oral communication?” There are many purposes, benefits, and institutions that branch from oral communication. Of course, communication is the basis of interaction with other individuals through the use of expressions and words; however, through studying oral communication, one can take the words and expressions being used and apply them to his or her own life. After all, the most effective and useful knowledge is applied knowledge.