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Community and university partnerships: Integrating Sustainable Development Goals 3, 4, 10, 11, and 17.

Authors :
Carroll, Clare
Fitzgibbon, Ita
Caulfield, Mari
Source :
International Journal of Speech-Language Pathology; Feb2023, Vol. 25 Issue 1, p102-106, 5p
Publication Year :
2023

Abstract

Speech-language pathology graduates are not only expected to be proficient in their area of expertise but to have developed skills that contribute to society as a whole. The purpose of this paper is to illuminate the relationship between the Sustainable Development Goals (SDGs), in particular, good health and well-being (SDG 3), quality education (SDG 4), reduced inequalities (SDG 10), sustainable cities and communities (SDG 11), and partnerships for the goals (SDG 17) through the involvement of experts-by-experience in the classroom on a pre-registration speech-language pathology course. An innovative approach to student-centred learning involved Tom, a person with autism, his family, and his speech-language pathologist (SLP). This commentary is co-written with Tom's mother and advocate, his SLP, and a university educator. Tom's mother's writing was not changed in anyway as agreed in the writing contract. Co-teaching with experts-by-experience (a parent, and a person with a communication disability) has the potential to strengthen the bonds between communities and universities. Involvement by experts-by-experience promotes equality in teaching and sees the person and the ability behind the disability. SLPs and university educators must collaborate to make this a reality. This commentary paper focusses on SDG 17 to illuminate the relationship between SDG 3, SDG 4, SDG 10, and SDG 11. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
17549507
Volume :
25
Issue :
1
Database :
Complementary Index
Journal :
International Journal of Speech-Language Pathology
Publication Type :
Academic Journal
Accession number :
162512076
Full Text :
https://doi.org/10.1080/17549507.2022.2154081