Specialized Training

Augmentative and Alternative Communication (AAC)

Grad students working with AAC students

The purpose of the AAC Specialization is to prepare fully credentialed Speech Language Pathologists to work effectively with culturally and linguistically diverse children with significant disabilities and augmentative communication needs, ages birth to 21. Project scholars will complete a Master’s degree in Speech, Language and Hearing Sciences in addition to the AAC Graduate Certificate, with a focus on cultural and linguistic diversity. Scholar competencies to be acquired include: (a) culturally responsive AAC assessment; (b) culturally responsive AAC intervention; (c) collaborative teaming; and (d) development of AAC applications to support the language and literacy skills of culturally and linguistically diverse children and youth.

 More about Project Building Bridges (2015-2020)

 Augmentative and Alternative Communication Website

Social Communication, Autism  & Neurodiversity

Students in Project Common Ground

Students who have been accepted into the Master's Program in the Speech, Language and Hearing Sciences (SLHS) Department can apply to participate in Project ALLIES (Autism Language and Learning in Inclusive Educational Settings)Project ALLIES is a 5-year U.S. Department of Education grant (starting in 2018) focused on interdisciplinary preparation of speech-language therapists and Special Educators at San Francisco State University (SFSU). The project aims to recruit and train scholars to work collaboratively to provide high quality, evidence-based services to school-aged autistic students with significant social-communication support needs, especially those from traditionally underrepresented communities, in inclusive educational settings. Project ALLIES builds on a previously funded grant, Project Common Ground,which aimed  to prepare speech-language therapists to work effectively with diverse children on the autism spectrum from birth to 21 years across home, school and community settings. Both projects are committed to promoting neurodiversity and supporting increased engagement, social integration, and quality of life for autistic individuals and their families.

Project GROW

Project GROW

The ECSE (Early Childhood Special Education) program and SLHS (Speech, Language, and Hearing Sciences) program at San Francisco State University have been awarded a 5-year grant (2019-2023), the Project GROW Grant (Guiding Responsive Communication Within Inclusive Early Childhood Settings) from the Department of Education. The co-directors of the project are Drs. Amber Friesen and Teresa Gray. This grant will fund a stipend program for scholars accepted into the ECSE Credential or Credential/masters program, or SLHS Master's Program.

There is a critical need for more highly-qualified professionals of diverse sociocultural backgrounds to support the learning and development of ALL young children within inclusive settings. The Project GROW Grant was awarded to help prepare more credentialed ECSE and SLHS scholars to fill this need.

Spanish-Bilingual Specialization
(pending approval anticipated in Spring, 2020)

Spanish-Bilingual Specialization

(The above image is from:  https://www.asha.org/uploadedFiles/Spanish-Phonemic-Inventory.pdf

If you speak Spanish, then this certificate program allows you to leverage this greatly needed skill to become a highly qualified bilingual speech-language therapist.  This certificate was developed because there is a persistent and chronic shortage of speech-language therapists who have the clinical and academic experiences that are necessary to leverage their Spanish language skills.  This Certificate program is designed for you to develop your Spanish skills into a culturally responsive and powerful toolkit to provide appropriate and evidence-based clinical services to children who speak Spanish and their families, and for whom English may be their second language. The Director of this specialization is Dr. Laura Epstein (lepstein@sfsu.edu).  This is a new program that is currently under review with approval anticipated in Spring, 2020.  Graduate students entering in the Fall semester, 2019 may begin coursework to count towards this certification upon admission to the graduate program.