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The focus of graduate programs in communication sciences and disorders has changed greatly in the last decade to reflect changes in society in general. Newly formed graduate programs must account for these societal changes as they prepare students for practice in the 21st century. This article will discuss what is expected of new graduates, how teaching philosophies influence course content, and how a new graduate program in communication sciences and disorders came to be.


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in SIG 16 Perspectives on School-Based Issues, volume 11, issue 2, in 2010 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1044/sbi11.2.66.


American Speech-Language-Hearing Association (ASHA)



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