Speech-language services in public schools: How policy ambiguity regarding eligibility criteria impacts speech-language pathologists in a litigious and resource constrained environment. Similar populations, differing service levels: Exploring factors that drive variability in the provision of speech-language service. Bringing book club to class: Engaging college students in reading content-specific books written for popular audiences. Teaching and Learning in Communication Sciences & Disorders, 3(2), 9.
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How to teach concern: Inspiring speech-language pathology graduate students to develop empathy and advocacy with the power of personal stories. Perspectives of the ASHA Special Interest Groups, 5(1), 192-205. Student experience applying to graduate school for speech-language pathology. Perspectives of the ASHA Special Interest Groups, 5(5), 1-10. Building blocks of knowledge: A close look at prerequisite coursework for graduate programs in speech-language pathology. Perspectives of the ASHA Special Interest Groups, 5(6), 1735-1749. Capturing a moment in time: A survey of school-based SLPs’ experiences in the immediate aftermath of the COVID-19 public health emergency. Language, Speech, and Hearing Services in Schools, 52(2), 661-674. Coupling articulatory placement strategies with phonemic awareness instruction to support emergent literacy skills in preschool children: A collaborative approach.
Perspectives of the ASHA Special Interest Groups, 6(6), 1737-1752. Another moment in time: A follow-up survey on speech-language pathologists' experiences with the COVID-19 pandemic during the fall of 2020. Teaching and Learning in Communication Sciences & Disorders, 6(1), Article 9. Positioning SLP graduate students to meet the needs of vulnerable children virtually: Lessons from a service learning project implemented in the fall of 2020. Collaborations: A Journal of Community-Based Research and Practice, 5(1), 1-8. Implementing service learning projects for the first time during the pandemic: Two instructors’ inspiration, motivation and goals. Perspectives of the ASHA Special Interest Groups, 7(4), 1087-1105. Understanding the experiences of students within SLPD programs: Perceptions about their educational experiences. To buy or not to buy: Understanding how special educators make decisions as consumers of intervention materials for children with disabilities Journal of the American Academy of Special Education Professionals. Multi-tiered systems of support: Implementation tools for speech-language pathologists in education. She views research mentorship as a key part of her teaching responsibilities and regularly publishes articles with Master’s-level students. admissions requirements, coursework) and classroom-level pedagogical choices (e.g., course design, assignment selection) in departments offering degrees in speech-language pathology.Īt Montclair State University, she teaches courses focused on language acquisition in children, language disorders in school-aged children, and research methodology. Within this area, she studies the implications of both program-level decisions (e.g. Sylvan’s scholarly work encompasses issues related to the training and preparation of SLPs in higher educational settings. Information about her book can be seen on the Plural Publishing website: She is the author of "Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education" which explores the applicability of the multi-tiered systems of support (MTSS) framework to a speech-language pathologist’s role in schools. Sylvan’s research involves closely examining the work of school-based SLPs in public school settings with an emphasis on educational policies and educational reforms. She has authored numerous academic papers in these areas and is a regular speaker at academic conferences. Within the intersection of education and speech-language pathology, she pursues research related to both the K-12 educational sector as well as issues related to higher education. Sylvan's scholarly interests center on the intersection between the field of education and the field of speech-language pathology.
She completed a Master's degree in educational policy and management as well as a Doctorate degree in human development and education from the Harvard Graduate School of Education.īroadly, Dr. Sylvan is a certified speech-language pathologist (SLP) with extensive clinical experience working with school-aged children both in public school and private clinical settings. Lesley Sylvan is an assistant professor in the Department of Communication Sciences and Disorders at Montclair State University.
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