The Supervisory Process A Continuum Perspective Clinical Forum
Clinical Forum  |   July 01, 1989
The Supervisory Process
 
Author Notes
  • Judith Brasseur is in the Department of Education, Speech Pathology, and Audiology Program, California State University, Chico, CA 95929. Requests for reprints may be sent to her at 1 Kent Court, Chico, CA 95926.
    Judith Brasseur is in the Department of Education, Speech Pathology, and Audiology Program, California State University, Chico, CA 95929. Requests for reprints may be sent to her at 1 Kent Court, Chico, CA 95926.×
Article Information
Clinical Forum
Clinical Forum   |   July 01, 1989
The Supervisory Process
Language, Speech, and Hearing Services in Schools, July 1989, Vol. 20, 274-295. doi:10.1044/0161-1461.2003.274
History: Received June 23, 1988 , Accepted December 12, 1988
 
Language, Speech, and Hearing Services in Schools, July 1989, Vol. 20, 274-295. doi:10.1044/0161-1461.2003.274
History: Received June 23, 1988; Accepted December 12, 1988

The importance of supervision to preparation of students and to assurance of quality clinical service is reflected in ASHA certification requirements. One requirement stipulates that students obtain clinical experience in at least two distinct settings and for a majority of students, one of these settings is the public schools. This article describes a model of supervision (Anderson, 1988) that can be implemented in any setting. Anderson's (1988) model includes a continuum perspective which is designed to meet the individual needs of supervisees in the same manner that Individual Education Plans (IEPs) are designed to meet the individual needs of clients. A focus on the scientific nature of the supervisory process and an understanding of the components of the process are important factors in the implementation of this model. Some descriptive data from public school supervisors related to the use of the model are reported.

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