Initial Education
of Speech and Language Therapists-Logopedists

RESULTS OF SURVEY CARRIED OUT IN 1996-1997
May 1997

The recent objective of the CPLOL Committee dealing with Education and Professional Profile has been to give a more detailed and comprehensive description of the education of speech and language therapist as it exists in European Union countries today.

The aims were:

1 - firstly in the short term (and following the Directives on free movement of professionals in Europe) to obtain precise details of the education followed by speech and language therapists in education establishments.

2 - and secondly, in the long term, to study in detail the type of education given by each education establishment: including the curriculum, the way courses are taught, and the type of assessment used. This was in order to establish whether the education offered is compatible with the Professional Profile developed by CPLOL, and to establish the minimum standards necessary for high quality education. These minimum standards are intended as European guidelines for education and could serve as directives for the countries where no speech and language therapy qualifying course yet exists.

3 - finally this study will facilitate scrutiny of the level of education and the professional profile of speech and language therapists-logopedists who are members of professional associations wishing to join CPLOL.

In order to achieve this, a questionnaire was drawn up and submitted to each education establishment in CPLOL member countries. Greece and Luxemburg could not reply since they do not, currently, provide initial education for speech and language therapists. Answers from Switzerland, an observer member of CPLOL, were also analysed. An overview of the position in Great Britain was given because of the number of courses (16 institutions, some of which offer more than 1 course each) and the diversity of content.

All the results are presented in the full text using graphics and diagrams, detailing responses to each question.

In the following text, we have attempted to show the ways and extent to which the existing education programmes prepare future speech and language therapists to fulfil their roles and discharge the functions as described in the CPLOL document " European Professional Profile of Speech and Language Therapists/ Logopedists ", adopted in London on 10 October 1990 and modified in Cologne on 20 February 1994.

I . 1. Nature of Education

Each education establishment for speech and language therapists in the European Union has a curriculum which includes theoretical and practical courses to prepare students for their future duties as described in the definition of the speech and language therapist/logopedist.

The percentage of clinical placements in the total number of hours of study varies from 5 to 43 %, averaging 25%. The remaning number of hours of study is made up of theoretical and practical courses and a dissertation is required in every country except Germany and Ordinary (non-honours) degrees in Great Britain.

I . 2. Clinical placements

In every country clinical placements are supervised except in Spain where the students have to hand in a written report. In general, supervision is carried out by a speech and language therapist (SLT teacher, clinician or SLT supervisor). Two countries accept psychologists or medical practitioners as supervisors (French-speaking Belgium and Switzerland). In every country except Italy, the number of hours spent in placements is determined per year (Spain did not answer the question). Some countries have even defined the number of placements working with adults and those working with children, for example French-speaking Belgium, Finland, Germany, The Netherlands and Portugal. The Royal College of Speech and Language Therapists (RCSLT) in Great Britain issues guidelines on the content of the clinical component.

I . 3. Observations and visits

Each education establishment (except 2 French-speaking Belgian institutes) thought students would benefit from visiting different practice locations. They therefore visit a range of settings such as hospital wards, private practice locations, multi-disciplinary centres, special and ordinary schools, and nurseries.

I . 4. Assessment

In every country the different parts of courses are assessed (theory, clinical skills, clinical placements, dissertation). In Spain only theoretical knowledge and the dissertation are assessed. Oral and written assessments take place in every country. Clinical skills are part of a specific form of assessment in Austria, Germany, Great Britain, Italy, Ireland, the Netherlands, Switzerland and in most of the French-speaking Belgian establishments.

Final assessments take place in each educational establishment except Spain (2 centres of the French-speaking Belgium did not answer this question). However, the form of assessment varies according to the country/course. In Austria, Flemish-speaking and French-speaking Belgium, in France, Great Britain, Italy, Portugal, Finland, Germany, Sweden, and Ireland the qualification may only be obtained if the student has passed the theoretical and practical examinations as well as placements and dissertation assessments. Spain and the Netherlands were not specific when answering this question.

II . 1. Scientific study of Speech and Language Pathology

In every country scientific study corresponds with the definition of the European professional profile, in that it covers the following aspects of speech and language pathology: aphasia, dysarthria, developmental language disorders, developmental speech disorders, voice disorders, fluency disorders, resonance disorders, feeding-swallowing disorders, hearing impairment, dyslexia, cerebral palsy.

Other subjects may be taught in the educational programmes: i.e. dyscalculia, emotional and behavioural difficulties, psychiatric disorders, intellectual impairment, ageing, disorders related to cognitive functions, disorders related to the Eustachian tube etc.

II . 2 . Content of Clinical Placements

In Austria, French-speaking Belgium, Germany, Great Britain, Ireland, Portugal, Finland, Sweden and Switzerland there are some guidelines/requirements that the content of clinical placements should include the following subjects: aphasia, dysarthria, developmental language disorders, developmental speech disorders, voice disorders, fluency disorders, resonance disorders, feeding-swallowing disorders, hearing impairment.

A more global requirement (in terms of total of placement hours) is made in Austria, France, Ireland, Italy and Portugal.

III .1. Prevention :

Initial education prepares future speech and language therapists to be responsible for the prevention and screening of disorders through:

In other countries there are no supervised placements for this subject (Denmark, France, Italy and Spain).

III . 2. Evaluation and Diagnosis :

All education establishments (except one in French-speaking Belgium) have specific theoretical courses concerning "assessment methodology" in their curricula. All centres in each country give students the possibility to practise assessment of communication skills and related disorders with patients() during supervised placements.

III . 3. Intervention :

Every education establishment provides specific theoretical courses on speech and language therapy intervention except 2 French-speaking Belgian educational establishments.

Future speech and language therapists have the opportunity to treat different disorders during their supervised placements in every EU country. In one education establishment in French-speaking Belgium, this training is optional.

The types of disorders treated by students of speech and language therapy vary greatly from one country to another (see paragraph II-2 of this document).

III . 4. Professional ethics

Specific courses entitled " Professional ethics " are provided in each country except the Spanish establishments, 1 Finnish and 1 Swedish institute.

III . 5. Scientific research and continuing professional development

Courses on research methodology are provided in every country except Italy. Each education establishment gives courses on statistics except Spain.

During initial education future speech and language therapists must undertake a dissertation including scientific research except Germany and " Ordinary " Degrees in Great Britain. Austria and Spain did not indicate which type of dissertation paper has to be written in their education establishments. The dissertation paper is assessed in every country.

Speech and language therapists take part in scientific research programmes in 3 educational establishments in French-speaking Belgium, 2 in Germany, 5 in the Netherlands, 3 in Switzerland, all in Great Britain, Ireland, Finland and Sweden.

In some countries the initial qualification allows the student to undertake postgraduate study (doctorate); that is the case in Belgium, Denmark, Great Britain, Finland, Portugal, Spain, Sweden and 1 Swiss educational establishment.

Speech and language therapists take part in the education of students:

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