[ Contents | Search | Next | Previous | Up ]
From: Loreen B. (grad student)
Date: 20 Oct 2007
Time: 21:46:37 -0500
Remote Name: 71.172.226.113
Hi, Participating in the ISAD conference is part of the syllabus for our fluency class at Kean University. Our assignment is very similar to what I read in Charlie's link to his assignment from last year. Like his students, we read at least 5 contributed papers; post comments to at least three of the presentations; and write an outline of each of the presentations we've read. However, instead of writing our reactions, next week we'll share our insights and evaluate the conference experience as a class activity. Although we are only required to read five of the ISAD articles, I find that I keep reading "just" one more and have actually read far more than I've summarized because I am enjoying the experience. I agree with Charlie that a clinical experience with stuttering would be a tremendous asset during graduate education, but it is probably not realistic for every program to do so. In our class, another live interaction activity is that we have many "guest speakers" who are PWS. Students benefit from the opportunity to hear their stories, and to talk with guests both formally during class and informally later on. Although we don't administer therapy to our guests, after talking with PWS about stuttering it is much easier to imagine and relate to the client's perspective.