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Copyright of Logopaedica Lodziensia is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Polish logopedics has been undergoing many dynamic changes, among others in the field of education of speech therapists. The article presents the history and present day of logopedic academic milieu in Łodź, in which the significant role has been played by the university.

Purpose: to know the Biosecurity practices adopted by Speech Therapists working in the field of Audiology and relate these practices with continuing education and professionals' time of graduation. Methods: this study subjects were 70 speech therapists working in the field of Audiology in the cities of Belo Horizonte and Contagem. We administered a questionnaire on Biosafety in Audiology, based on Regulatory Norm 32, comprising 27 closed questions, covering aspects of hand hygiene, personal protective equipment, organization and cleanliness of working items and the environment. Results: most of the speech therapists interviewed reported adopting the following Biosafety actions: hand hygiene before patients care (71%), use of lab coats with long sleeves (74%) and buttoned (91%), hair tied (79%), nails cleaned and cut (91%), separation and disinfection of used items (83%), organization of the environment (97%). However only 40% of them reported washing their hands between patients' appointments and 9% reported glove use when carrying out meatoscopy. It was observed that the allocation of items for disinfection is a routine practice for most professionals with expertise (p <0.05). Professionals with longer time of graduation adhered better to the hand hygiene practice. Conclusion: washing the hands before the appointments, dressing properly, allocating the items intended for disinfection and organizing the work environment are Biosecurity practices adopted by most of speech therapists. Some factors such as time of graduation and continuous education positively influence the adoption of correct measures on Biosafety. [ABSTRACT FROM AUTHOR]

Purpose: reflecting about the political force of speech language pathologist in the contemporary time. Methods: two models of scientific epistemology are introduced focusing on the speech language pathologist, namely: the classic scientific acting and the contemporary scientific acting. Conclusion: the speech language pathologist exercises the political autonomy of its knowledge, put into context in the health area, disposing of her, since the speech language pathologist formation, until effectively its professional's practice. [ABSTRACT FROM AUTHOR]

Purpose: to investigate the formation pattern and performance of the audiologist in Audiology in the 6th Region, besides analyzing job satisfaction, and to verify the relationship between the degree of professional development and the degree of satisfaction with the speech therapist monthly income - salary. Methods: cross-sectional study with audiologists enrolled in the 6th Region Regional Speech Council, through the application of a questionnaire to analyze the variables: education, professional activity areas, salary and satisfaction with the profession, in the period of May to October 2012. Results: 857 audiologists were investigated. Of these, 63.8% work in Audiology, 53.7% graduated in Minas Gerais, 51.4% have specialization and 5.5% are masters, which was associated statistically with higher wage income (p <0.05) . With regard to the source of income, 84.1% reported having in Speech Therapy your only source of income and most receive from 2 to 5 minimum wages. Most work with occupational audiology. The ENT is the professional who most directs patients. From those investigated, 54.1% are not satisfied with their profession. There was a significant relationship between job satisfaction and income. Conclusion: there was little integration of the speech therapist in the areas of expertise, central auditory processing test, vestibular rehabilitation, hearing conservation program and labyrinthine tests. The importance of continuing studies is emphasized to assist in employability on the labor market and improve professional skills. It is evident the need to integrate academic and professional training. [ABSTRACT FROM AUTHOR]

The article discusses the main support that permits the performance of educational speech-language pathologist in educational context. It states that the specialty in Educational Speech-Language Pathology has been founded and recognized by the Federal Board of Speech (CFFa). It mentions that theoretical knowledge associated to the process of school learning, linked to child development.

The article profiles the speech-language pathology program at the University of Akron in Akron, Ohio. The program was developed in order to provide specialty training for speech-language pathologists (SLPs) who work with hearing impaired and deaf infants, toddlers and children. The author describes the interdisciplinary educational approach used by the program which includes specialists in practice areas including early intervention, social work, audiology, special education and listening and spoken language.

The article profiles the master's degree speech-language pathology program at Nazareth College in Rochester, New York. The program was designed to provide specialty training for speech-language pathologists working with deaf and hard of hearing children. The author briefly describes the history, curriculum and the philosophy of the program. Speech-language pathologists who attend the program are better able to work with culturally diverse children who are deaf or hard of hearing and in particular, those who use cochlear implants and have differing experiences with spoken language.

In this article the author discusses specialty training programs for professionals in the field of deaf education and listening and spoken language therapy. The author describes the history of early education intervention programs for deaf children in Canada and the role that families of deaf and hearing impaired children played in the development of training programs for deaf education specialists. The Audiology and Speech-Language Pathology Program at the University of Ottawa is briefly described.