Mandy Wright's Profile

February 2010

Meeting Students Where They Are

Kids come to school with varying abilities, interests, learning styles, background knowledge, and social and emotional needs. Topics in this issue will include identifying students' background knowledge, interests, strengths, and learning styles; overcoming challenging school structures that make it difficult to get to know students; accurately assessing students' current instructional needs; differentiating instruction to meet those needs; understanding and building on students' diverse cultural backgrounds; and connecting the curriculum with students' interests, goals, and passions.

Deadline: September 1, 2009

April 2010

Reconfiguring "School"

This issue will look at how schools can stretch the traditional model that confines learning to a six-hour day and five-day week—and to one building. Out of both necessity and conviction, many schools are reshaping or increasing learning time—through four-day weeks, year-round schooling, digital learning communities, and after-school programs. Others are expanding learning beyond the school building—through virtual schools, outdoor education, and place-based models that connect learning to the community. We welcome descriptions of successful practices, suggestions for new models, and analyses of why schools need to think beyond the traditional.

Deadline: November 2, 2009

Graduate Studies in Speech and Language Pathology: 

The primary objective of the Communicative Sciences and Disorders Graduate Program at The University of Montana is to prepare students for career opportunities as professionals. The program extends over a two-year period for regular, full-time students.  Students have the option of a thesis or non-thesis program. Student research opportunities are available in both options.

The basic program requirements are designed to meet the academic and clinical education standards for Clinical Certification in Speech and Language Pathology by the American Speech-Language-Hearing Association (ASHA). 

The Master of Science program in Speech and Language Pathology will also offer distance and continuing education opportunities.   Graduate courses are expected to start Autumn semester 2009, pending CAA ASHA accreditation.

A leveling program is available for students who do not have a background in Communicative Sciences and Disorders but are seeking to enroll in the CSD Master's program.  The leveling sequence will be a combination of undergraduate CSD classes.   For students who have a background in the social sciences (i.e. education, psychology), the leveling courses will most likely be as follows:

More information will be posted and this page will be updated following CAA ASHA Accreditation.