Master of Education with a Major in Speech-Language Pathology
The Master of Education (M.Ed.) program in speech-language pathology (residential), at the University of West Georgia, is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language Hearing Association, 2200 Research Boulevard # 310, Rockville, MD 20850 800-498-2071 or 301-296-5700.
In the graduate program at UWG, students complete closely supervised practical and/or internships in a variety of settings and with persons of varying ages. The Comprehensive Community Clinic that is housed in the College of Education provides opportunities for students to complete a number of clinical hours on the campus. However, students are required to complete clinical hours in other settings.
For more information, please see the Academic Catalog.
The Master of Education (M.Ed.) in Speech-Language Pathology (residential) program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA). In the graduate program at UWG, students complete closely supervised practical and/or internships in a variety of settings and with persons of varying ages. The Comprehensive Community Clinic that is housed in the College of Education provides opportunities for students to complete a number of clinical hours on the campus. However, students are required to complete clinical hours in other settings.
The program prepares students for a professional career in the identification, assessment, and treatment of all communication disorders, including language, articulation, voice, resonance, fluency, and swallowing disorders. Successful completion of the program and other professional requirements is designed to lead the applicant toward obtaining a Master of Education degree (M.Ed.) in Speech-Language Pathology, Georgia Professional Standards Commission (PSC) certification, Georgia Licensure in Speech-Language Pathology, and ASHA's Certificate of Clinical Competence (CCC).
Entry Requirements
The work of a speech-language pathologists is further enhanced by graduate education, which is mandated for certification by the Council For Clinical Certification (CFCC) of ASHA. Applicants in speech-language pathology must earn a graduate degree, successfully complete the required clinical experiences and pass a national examination. Additionally, the individual must acquire the requisite knowledge and skills mandated by certification standards while enrolled in a program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA).
Do you have what it takes to be a Speech-Language Pathologist?
To enter this career, one must have a sincere interest in helping people, an above-average intellectual aptitude, and the sensitivity, personal warmth, and perspective to be able to interact with a person who has a communication problem. Scientific aptitude, patience, emotional stability, tolerance, and persistence are necessary, as well as resourcefulness and imagination. Other essential traits include a commitment to work cooperatively with others and the ability to communicate effectively both orally and in writing.
The graduate program currently seeks to admit approximately 30-40 full-time students each summer semester.
Student Outcome Data
Praxis Pass Rates
| Academic Year | Number Taking the Exam | Number Passed Exam | Pass Rate |
|---|---|---|---|
| 2021-2022 | 12 | 8 | 66.67% |
| 2022-2023 | 31 | 24 | 77.42% |
| 2023-2024 | 37 | 32 | 86.49% |
3-year average pass rate: 80%
On-Time Program Completion Rates
| Academic Year | Number Completed within Expected Time Frame | Percentage Completed Within Expected Time Frame |
|---|---|---|
| 2021-2022 | 35 | 97.2% |
| 2022-2023 | 35 | 100% |
| 2023-2024 | 31 | 96.9% |
Total Three-Year Percentage Completing Program On Time: 98.05%
Nature of the Work
Working with the full range of human communication and its disorders, speech-language pathologists:
- Evaluate and diagnose speech, language, cognitive-communication and swallowing disorders.
- Treat speech, language, cognitive-communication and swallowing disorders in individuals of all ages, from infants to the elderly.
In addition, speech-language pathologists may:
- Prepare future professionals in college and universities.
- Manage agencies, clinics, organizations, or private practices.
- Engage in research to enhance knowledge about human communication processes.
- Supervise and direct public school or clinical programs.
- Develop new methods and equipment to evaluate problems.
- Establish more effective treatments.
- Investigate behavioral patterns associated with communication disorders.
- Speech-language pathologists often work as part of a team, which may include teachers, physicians, audiologists, psychologists, social workers, rehabilitation counselors and others. Corporate speech-language pathologists also work with employees to improve communication with their customers.
Work Sites
The practice and work of speech-language pathologists may take place in various settings:
- Public and private schools
- Hospitals
- Rehabilitation centers
- Short-term and long-term nursing care facilities
- Community clinics
- Colleges and universities
- Private practice offices
- State and local health departments
- State and federal government agencies
- Home health agencies (home care)
- Adult day care centers
- Centers for persons with developmental disabilities
- Research laboratories
Career Opportunities
Link to Additional Career Information:
https://www.buzzfile.com/Major/Audiology.And.Speech-Pathology
External Resource
Program Location
Carrollton Campus
Method of Delivery
Most courses are delivered face to face with a small selection of courses being offered that are hybrid (partially online) or fully online.
The M.Ed. in Speech-Language Pathology begins in the summer term and requires six semesters of full-time enrollment to successfully complete the program. The program does not currently admit part-time students.
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
The Master of Education (M.Ed.) program in speech-language pathology (residential) at the University of West Georgia is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700.
Please visit http://www.asha.org/academic/accreditation/ for more information on CAA.
Credit and transfer
Total semester hours required: 63
A transfer credit evaluation will be completed by the UWG Transfer Team (transfer@westga.edu). Course application to a program is subject to review by the department.
Graduate students may be able to reduce their cost through prior learning, previous degrees earned at UWG, or transfer credits. We have created a tool to help students estimate their tuition costs.
This program may be earned entirely face-to-face. However, depending on the courses chosen, a student may choose to take some partially or fully online courses.
Save money
UWG is often ranked as one of the most affordable accredited universities of its kind, regardless of the method of delivery chosen.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, he/she will pay both all mandatory campus fees and the higher eTuition rate.
- For cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
The M.Ed. in Speech-Language Pathology begins in the summer term and requires six semesters of full-time enrollment to successfully complete the program. The program does not currently admit part-time students.
General
This course is a study of the theories and models of fluency disorders with an emphasis on developmental and acquired stuttering. This course is designed to cover the etiology, nature, development, psycho-social, and cultural correlates, assessment/diagnosis, and evidence-based treatment approaches of fluency disorders across the lifespan.
This course is a study of the etiology, evaluation, and treatment of voice and resonance disorders in children and adults. It is designed to cover normal voice production and functional, organic, and neurogenic voice and resonance disorders. Students will learn about the roles and responsibilities of speech-language pathologists in voice care, the components of comprehensive assessment, and how to implement evidence-based therapeutic approaches.
This course provides an advanced study of the etiology, characteristics, assessment, intervention, and outcomes of neurogenic communication disorders in the adult population. Topics include neuroanatomy and neuropathology of language and cognition, aphasia, traumatic brain injury, dementia, right hemisphere disorder, motor speech disorders, and other neurological disorders in adults.
This course provides a study of the Speech-language pathologist s role in the (re)habilitation of children and adults who are deaf or hard of hearing (DHH). Areas of specific focus include the impact of hearing loss, intervention models, amplification, auditory training, visual/manual communication, deaf education, and central auditory processing disorders.
This course covers advanced principles of assessment, diagnosis, and intervention associated with disorders that affect speech sound perception and production.
This course provides a study of the role that cultural variables have in clinical service delivery in speech-language pathology and audiology. Concepts related to diversity, equity, and inclusion, in both theory and practice, are emphasized. Students will identify and demonstrate an understanding of culture, language, cultural humility, cultural responsiveness, and cultural competence.
This course provides a study of the neuroanatomy and neurophysiology of the processes of speech, language, hearing, cognition, and swallowing. Typical and atypical human development across the lifespan are integrated with information about communicative, cognitive, and swallowing disorders.
This course involves the study of motor speech disorders resulting from central and/or peripheral nervous system damage. The focus of the course is on etiologies, characteristics, assessment/ differential diagnosis, and intervention approaches to management and habilitation/rehabilitation of the disorders of dysarthria and apraxia of speech in children and adults.
This course explores swallowing and swallowing disorders across the lifespan. Emphasis is on etiologies, characteristics, prevention, assessment/differential diagnosis, socio-cultural factors, and intervention approaches to management and habilitation/rehabilitation. Multidisciplinary approaches to the assessment and treatment of swallowing disorders are also discussed.
This course covers auditory disorders in children and adults, including characteristics, assessment, etiology, and treatment of disorders of the external ear, middle ear, inner ear, and central auditory nervous system.
This course introduces students to the basic concepts of the clinical experience. Building on working knowledge of information related to a variety of communication disorders, this course focuses on clinical procedures, clinical writing, professionalism/interpersonal skills, and clinical materials and equipment. The clinical experience is introduced through a series of meetings, simulations, on-site clinical immersion, and peer mentorships. Clinical experiences are supervised by ASHA-certified and Georgia-licensed professionals who meet ASHA requirements for supervision.
This course provides a study of contemporary professional issues in speech-language pathology, including trends in professional practice, credentialing, and local, state, and national regulations and policies.
This course introduces graduate students to quantitative and qualitative methods of research typically used in the field of speech-language pathology. Students learn the fundamentals of research including research ethics, appropriate sampling of participants, data collection procedures, and how to conduct quantitative and qualitative analyses using different statistical software packages.
Building on the knowledge and skills learned in Methods of Clinical Management, learning is expanded to informal and dynamic assessment procedures, intervention planning, treatment development, and advanced clinical/professional writing. Clinical management skills for goal development, treatment planning, decision-making skills and opportunities for self-reflection are promoted. Students provide diagnostic evaluation and intervention to individuals with diverse communication disorders across the life span. Clinical immersions are supervised by ASHA-certified and Georgia-licensed speech-language pathologists who meet ASHA s requirements for supervision. Skills include hands-on clinical assessment; diagnostic evaluations, clinical report writing, treatment and intervention. Experiences may include a combination of on-campus, off-campus, and/or simulated clinical experiences.
Building on the knowledge and skills learned in SLPA 6790, clinical experiences continue to expand to additional informal and dynamic assessment procedures, intervention planning, treatment development, and advanced clinical/professional writing. Clinical management skills for goal development, treatment planning, decision-making skills and opportunities for self-reflection are promoted. Students provide diagnostic evaluation and intervention to individuals with diverse communication disorders across the life span. Clinical immersions are supervised by ASHA-certified and Georgia-licensed speech-language pathologists who meet ASHA s requirements for supervision. Skills include hands-on clinical assessment; diagnostic evaluations, clinical report writing, treatment and intervention. Experiences may include a combination of on-campus, off-campus, and/or simulated clinical experiences.
Building on the knowledge and skills learned in SLPA6791, clinical experiences continue to expand to additional informal and dynamic assessment procedures, intervention planning, treatment development, and advanced clinical/professional writing. Clinical management skills for goal development, treatment planning, decision-making skills and opportunities for self-reflection are promoted. Students provide diagnostic evaluation and intervention to individuals with diverse communication disorders across the life span. Clinical immersions are supervised by ASHA-certified and Georgia-licensed speech-language pathologists who meet ASHA s requirements for supervision. Skills include hands-on clinical assessment; diagnostic evaluations, clinical report writing, treatment and intervention. Experiences may include a combination of on-campus, off-campus, and/or simulated clinical experiences.
Enrollment requires advisor permission. This course provides extended and direct clinical experience in which the graduate clinician practices under the supervision of CCC-SLP/A clinicians with individuals exhibiting a diverse range of severe-profound communication disorders; assignments of clients will be dependent upon student's prior success in SLPA 6790, SLPA 6791, SLPA 6792, and upon prior academic, and clinical experiences and verified by the clinical director. Students in this clinic are likely to serve adults with neurogenic communication disorders as well as the severely-profoundly communication impaired child/adolescent. This experience is accumulated in a variety of on- and off-site clinical settings. The acquisition and management of information on etiology, characteristics, assessment, prevention, and intervention is emphasized for approximately 7-8 clients with severe-profound communication disorders in group and individual settings 2-3 times weekly.
This course provides an advanced, full time, community-based internship in a clinical setting supervised by an ASHA certified, licensed, and qualified SLP. Settings appropriate for a clinical externship include hospitals, skilled nursing facilities, inpatient rehabilitation, outpatient rehabilitation, private practice, long term acute care facilities, and home health. Internships serve to provide a transition from on-campus experiences to the clinical fellowship through direct clinical screening, assessment, and treatment, report writing, caseload management, caregiver education, counseling, collaboration, and interdisciplinary experience.
This course provides an advanced, full time, community-based internship in a school-based setting supervised by an ASHA certified, licensed, and qualified SLP. Internships serve to provide a transition from on-campus experiences to the clinical fellowship through direct clinical screening, assessment, and treatment, report writing, caseload management, caregiver education, counseling, collaboration, and interdisciplinary experience.
Enrollment requires advisor permission. This course provides a study of etiology, characteristics, assessment, diagnosis, intervention, and prevention of speech and language disorders in children, including those children with multicultural backgrounds and special needs. This course is designed to focus on characteristics of growth, norm-reference and criterion-referenced measures, and assessment and intervention procedures and strategies related to reading and literacy development.
Aleah S. Brock, Ph.D., CCC-SLP
Assistant Professor of Speech-Language Pathology and Assistant Chair of CHS
Lama K. Farran, Ph.D., CCC-SLP
Professor of Speech-Language Pathology
Jenny Gordon, CCC-SLP
Instructor
Brittany Janowski, M.Ed., CCC-SLP
Medical Externship Coordinator & Clinical Instructor, Speech-Language Pathology
Jairus-Joaquin Matthews
Associate Professor of Speech-Language Pathology
Levi Ofoe, Ph.D.
Assistant Professor of Speech-Language Pathology
Summer Thompson
Clinical Instructor
Guidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
- Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
- Official transcripts from all post-secondary schools attended are required and should be sent directly to the UWG Graduate Admissions Office.
Program Specific Admittance Guidelines
Eligible applicants must fit one of the following two categories, or provide reasonable evidence at the time of application that they will meet these requirements by the end of the current academic year:
- You must have completed a bachelor's degree in communication sciences and disorders, speech and hearing sciences, speech-language pathology, or equivalent.
- If you have completed a bachelor's degree in another area, you MUST have also completed post-baccalaureate prerequisite coursework. The following coursework or equivalents (as judged by the program faculty to be adequate to provide knowledge and skills equivalent to those typically gained in a bachelor's degree program) are required: 1. Speech and Language Acquisition or Language Development, 2. Phonetics, 3. Anatomy and Physiology of Speech and Hearing, 4. Audiology, and 5. Three additional speech/language courses. 6. Acceptance to the program requires prior completion of courses in a) the biological sciences (e.g. biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, veterinary sciences), b) physical sciences (physics or chemistry), c) social/behavioral sciences (e.g. psychology, sociology, anthropology, public health), and d) a stand- alone course in statistics. All prerequisite coursework will be reviewed by faculty to ensure that the requirements are met.
Please note that admission to the speech-language pathology program is highly competitive. All applicants must also meet the following minimum criteria:
- 3.0 or better GPA
- 2 Letters of Recommendation from professional references. Applicants should use the electronic Recommendation Request Forms available in their accounts after their application has been submitted.
- Personal Statement/Essay (click here for official guidelines)
- Interview - By invitation only if selected as a finalist candidate.
- Satisfactory results on the College of Education Criminal Background Check.
Application Deadlines
*No incomplete applications will be reviewed for admission.
This program admits only for the Summer semester each year.
The deadline to submit the application and all materials for the upcoming cohort is January 15th.
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
Contact
Graduate Admissions
graduate@westga.edu
678-839-1394
College of Education
Dr. Aleah Brock
Coordinator for Speech-Language Pathology
Email: abrock@westga.edu
Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
Specific Graduate Admissions Deadlines are available via the Graduate School
Mission Statement
The mission of the Speech-Language Pathology program is to prepare speech-language pathology professionals to deliver and promote the highest professional standards in a variety of clinical and educational settings, across a culturally and linguistically diverse client population. This is accomplished through the integration of traditional and emerging pedagogy, technologies, and a focus on excellence across a wide spectrum of communication disorders, from infancy through adulthood.