January 15 for summer or fall semester admission. Due to the competitive nature of admission to this program, all materials must be received by the deadline to qualify for consideration. Official transcripts will be requested later during the admission process.
The master's degree in speech-language pathology signifies the holder will satisfy the academic and practicum requirements as stated by the American Speech-Language-Hearing Association to be eligible to continue on to the clinical fellowship year. It follows that graduates must have the knowledge and skills to practice in the area of speech-language pathology. Therefore, all individuals admitted to the University of Kansas Intercampus Program in Communicative Disorders must meet the following abilities and expectations with or without accommodation(s). KU is an AA/EO/Title XI institution.
NOTE: Reasonable accommodations will be considered and may be made to qualified students who disclose a disability, so long as such accommodation does not significantly alter the essential requirements of the curriculum and the training program, or significantly affect the safety of patient care. Students who disclose that they have a disability are considered for the program if they are otherwise qualified. Qualified students with a disability who wish to request accommodations should provide appropriate documentation of disability and submit a request for accommodation to one of the following offices:
Senior Coordinator for Academic Accommodations
3901 Rainbow Boulevard, MS 4029
Kansas City, KS 66160
913-588-7035; 711 TTY
Academic Achievement & Access Center
1450 Jayhawk Blvd., Room 22
Lawrence, KS 66045
785-864-4064; 711 TTY
The culminating activity in the preparation of a speech-language pathologist is clinical reasoning. Therefore, a candidate for the master’s degree must be able to make correct observations and have the skills of measurement, calculation, reasoning, analysis, and synthesis.
All students admitted to the KU Intercampus Program in Communicative Disorders must be able to meet the following requirements and expectations with or without accommodation(s).
- Observe demonstrations and learn from experiences in the classroom, laboratory, and clinical situations.
- Carry out speech/language/hearing assessments and intervention strategies/techniques including the operation of complex, electronic instrumentation. Diagnosis, assessment, and intervention of speech/language/hearing problems typically necessitates the functional use of the senses of vision, hearing, and touch such as palpating certain areas of the patient’s head and neck.
- Comprehend text, numbers, images and graphs.
- Observe and respond to subtle cues of patient’s moods, temperament, and social behavior.
- Perform actions requiring coordination of both gross and fine muscular movement, equilibrium and use of tactile, hearing, and visual senses.
- Respond quickly in clinic situations, not only for safety, but also therapeutically.
- Travel to numerous clinical sites for practical experience.
- Use an electronic keyboard to operate instruments and to calculate, record, evaluate, and transmit information.
- Be able to share and to elicit information from patients/clients, supervisor, peers and other health professionals verbally and in a recorded format.
- Effectively, confidently, and sensitively converse with patients and their families.
- Comprehend technical and professional materials.
- Prepare papers, produce reports, and complete documentation for patient records.
- Assimilate information from written sources (texts, journals, medical/school records).
- Take paper, computer, and laboratory examinations and prepare scholarly papers.
- Demonstrate judgment in the classroom, laboratory, and clinic situations that shows the intellect and emotional health necessary to make mature, sensitive, and effective decisions in the following areas:
- relationships with professors, supervisors, peers, and patients/clients
- professional and ethical behavior
- effectiveness of diagnostic, assessment, and intervention strategies.
- Demonstrate an understanding of the rationale and justification for one’s performance.
- Critically evaluate one’s own performance and be flexible toward change to promote professional and clinical process.
- Recognize and correct behaviors disruptive to classroom teaching, research, and patient care.
- Manage the use of time to complete clinical and academic assignments within realistic constraints.
- Recognize potentially hazardous materials, equipment, and situations and proceed in a manner to minimize risk of injury to those in the area.
- Make correct observations and have the problem solving skills necessary for measurement, calculation, reasoning, analysis, and synthesis.