About the ¡PUEDE! Project

Introduction

Children with disabilities who have high intensity needs require specialized knowledge, skills and services of multiple highly trained professionals. When these children are Dual and English Language Learners, the number of variables to be understood and integrated is compounded exponentially by linguistic, sociocultural, acculturation, expectation, and relationships factors.

Together, school psychologists (SP) and speech and language pathologists (SLP) possess a dynamic combination of specialized skill sets, that, when combined, can strengthen the efficacy and effectiveness of service delivery to these youth. 

Project Overview

The ¡PUEDE! Project will prepare 36 fully qualified bilingual school psychologists (SP) and speech and language pathologists (SLP) uniquely skilled at interdisciplinary collaboration in assessment, interventions, and consultation for dual and English learner students with high intensity needs (15+21).

The project builds on SDSU’s nationally known and culturally diverse programs in school psychology (3 year + internship) and speech and language pathology (2 years).

All candidates will earn M.A., M.S., and/or Ed.S. degrees and California credentials in School Psychology (SP) or Speech and Language Pathology (SLP). 

Activities and support

Scholars will gain knowledge and skills in shared project seminars, complete joint assignments, and collaborate in clinical practice at our high-need project site with predominantly Spanish-speakers. The District’s Bilingual Support Network will collaborate with the project, supporting clinical practice rotations in collaborative consultation, assessment, and intervention planning for youth with high intensity needs from bilingual or multilingual EL populations.

Specialized project seminars, institutes, and clinical practica will provide in-depth research- and evidence-based knowledge, skills, and practice in bilingual SP and bilingual SLP, especially as related to identifying and serving youth with high intensity needs, and in collaboration across disciplines.

Scholars will gain competencies in:

  • Foundations of interdisciplinary service delivery
  • Collaboration and consultation skills
  • Evidence-based interdisciplinary assessment
  • Evidence-based intense and responsive interventions
  • Bilingual and bicultural communication skills

Skills and knowledge supporting those competencies will include knowledge of models and methods of instructional and curricular practices with EL, incorporating:

  • Focused instruction
  • Inclusion models and assistive technology
  • Research and evidence-based strategies for youth with high needs with culturally relevant adaptations
  • Parent and family engagement
  • In-depth understanding of the cultures from which high percentages of San Diego students come

Measurement and assessment

The Project will use performance-based and discrete measurement data to evaluate the bilingual SPs and SLP Scholars, as well as assessments from the CSET (CA Teachers of English Learners) in language and language development, culture and inclusion, assessment and instruction, and the CTEL content test in Spanish.

Effectiveness of intensive individual interventions will be measured through effect sizes appropriate to single case designs. Qualitative and quantitative methods (e.g., surveys; focus groups) will be used to assess the effectiveness of interdisciplinary collaborations.