Reflections From a Project Director (1994-2000) In 1993, I received a federal 5-year Personnel Preparation Grant titled “A Master's Program in Speech-Language Pathology with Special Emphasis in Augmentative and Alternative Communication (AAC) and Multiculturalism” (Huer, 1993). There were three objectives for the grant. The first was to design a graduate program for students in speech-language ... Article
Article  |   May 01, 2000
Reflections From a Project Director (1994-2000)
Author Affiliations & Notes
  • Mary Blake Huer
    California State University-Fullerton
Article Information
Augmentative & Alternative Communication / Articles
Article   |   May 01, 2000
Reflections From a Project Director (1994-2000)
SIG 12 Perspectives on Augmentative and Alternative Communication, May 2000, Vol. 9, 14-16. doi:10.1044/aac9.2.14
SIG 12 Perspectives on Augmentative and Alternative Communication, May 2000, Vol. 9, 14-16. doi:10.1044/aac9.2.14
In 1993, I received a federal 5-year Personnel Preparation Grant titled “A Master's Program in Speech-Language Pathology with Special Emphasis in Augmentative and Alternative Communication (AAC) and Multiculturalism” (Huer, 1993). There were three objectives for the grant. The first was to design a graduate program for students in speech-language pathology that emphasized coursework and practica experiences in AAC and multiculturalism. The second was to prepare well-qualified service providers to work with two groups of public school students (i.e., minority students with speech-language problems and youth with severe disabilities needing speech-language pathology services) and children in medical facilities. The third goal was to prepare well-qualified speech-language pathologists from underrepresented groups (i.e., children of migrant workers, Hispanic, African American, Latino, Asian, single parents, men, and older returning students with families). The project targeted funding for 30 graduate trainees, 50% from under-represented groups. The final project funded 35 trainees, 49% from ethnic backgrounds other than European-American, and 63% from underrepresented groups (i.e., men, single parents, and older returning students). See Table 1 for demographic information on trainees.
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