About Us

Highlights of Hofstra's Department of Speech-Language-Hearing Sciences include:

• Accredited graduate programs in Speech-Language Pathology and Audiology, a professional doctorate program offered by the Long Island Consortium of Hofstra, Adelphi, and St. John’s Universities.
• Undergraduate students can observe therapy and participate in the volunteer program at the on-campus Speech-Language-Hearing Clinic, which serves members of the surrounding communities.
• A dual-degree program lets qualified undergraduates finish both their BA and MA degrees in less time and put their skills into practice more quickly.
• Numerous on-campus learning facilities such as separate laboratories for speech and hearing science, psycholinguistics, child language development, and language and literacy, as well as a laboratory space dedicated to the use of Audiology students.
• Active student organizations include a campus chapter of the National Student Speech-Language-Hearing Association (NSSLHA) and a chapter of the national speech honor society, Sigma Pi.

Why this profession?

The BA in Speech-Language-Hearing Sciences prepares students for graduate study in careers in speech-language pathology, audiology, and other sciences.

Graduate study options:

Our students most-often pursue graduate/doctoral studies in the following areas:

• Speech-Language Pathology
• Audiology
• Special Education
• Teacher Education

Excellent Career Outcomes: 100% of HPHS graduates report being employed, in graduate school, or both.

U.S. News and World Report lists Speech-Language Pathologists and Audiologists among the “Top 100 Jobs of 2019.”  We invite you to explore our webpage to learn more about the clinically rich preparation provided by the Department of Speech-Language-Hearing Sciences.

The Department of Speech-Language-Hearing Sciences is committed to scholarship in the area of human communication and its application to the diagnosis and treatment of diverse populations demonstrating communication disorders across the lifespan. Students are engaged in academic and clinical experiences that require critical thinking, application of theory, use of technology, and scientific writing. Students are guided to interpret and integrate theoretical and applied concepts in order to develop the analytic tools needed for problem solving.

The mission of the undergraduate program is to provide students with a liberal arts and sciences education, while introducing them to theories, methods, research and clinical practices in communication sciences and disorders. Students are introduced to the core knowledge of speech science, language science, and hearing science and the nature of communication disorders across the lifespan. The B.A. degree prepares majors for graduate study in speech-language pathology and audiology and provides background relevant for advanced study in related disciplines such as education, special education, linguistics, cognitive science and neuroscience. Students may also choose to apply their background to work in the field of rehabilitation or other allied health professions.

The mission of the graduate programs in Speech-Language Pathology and Audiology is to advance knowledge of human communication and its disorders, and to contribute to the advancement of the professions of Speech-Language Pathology and Audiology through clinical practice, research and professional development. Through a wide variety of academic and clinical experiences, students are prepared to become professional, competent educators and clinicians who provide services to children and adults with communication disorders. The graduate program in Speech-Language Pathology has been designed to meet the teacher certification standards of the New York State Department of Education. The graduate programs in Speech-Language Pathology and Audiology have been designed to meet the standards of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA).

Undergraduate Program

1. Students will develop an understanding of the basic components of human communication including their biological, neurological, acoustic, psychological, developmental, linguistic, social and cultural bases.

a. Students will represent the sounds of English using the IPA.

b. Students will identify the anatomical landmarks and basic functions of the systems of speech, language and hearing.

c. Students will identify the psychological, sociological and linguistic properties of language.

d. Students will identify the major developmental milestones of communication through the lifespan.

e. Students will identify and measure the physical and perceptual properties of sound and speech.

2. Students will understand the nature of communication disorders and communication differences.

a. Students will be able to identify language differences from disorders.

b. Students will be able to identify the normal variations that exist among speakers of a language.

c. Students will identify major disorders of speech, language and hearing, their associated etiologies, developmental impact and progression.

d. Students will be able to identify major disorders of speech and language in childhood, and discuss their associated etiologies, developmental impact and progression.

e. Students will identify major disorders of hearing, associated etiologies, developmental impact and progression.

3. Students will be able to integrate principles of Speech-Language-Hearing Sciences with principles of clinical practice.

a. Students will apply knowledge of communication development and disorders to the assessment and treatment of individuals with communication disorders.

b. Students will apply knowledge of communication development and disorders to the assessment and treatment of children with communication disorders.

c. Students will observe and record aspects of clinical diagnosis and treatment.

d. Students will complete 25 hours of clinical observation.

e. Students will apply knowledge of hearing impairment to the treatment of individuals with hearing disorders.

4. Students will have increased knowledge and understanding of people with disabilities in their socio-cultural context.

a. Students will identify issues facing individuals with disabilities in society including developmental, social and educational aspects.

5. Students will analyze data and integrate their findings within existing frameworks and/or theories in the Speech- Language-Hearing Sciences.

a. Students will apply knowledge of theories of language development and disorder to models of assessment and treatment.

b. Students will transcribe samples of speech and language and interpret their developmental and clinical significance.

c. Students will evaluate and interpret measures of sound.

d. Students will demonstrate the ability to integrate theoretical information into a case study presented orally.

e. Students will interpret audiometric information and discuss the psychological and social impact of the hearing disorder.

6. Students will evaluate research in the Speech-Language-Hearing Sciences.

a. Students will integrate information from primary sources into a review of the literature. 

b. Students will demonstrate proficiency in accessing information about communication sciences and disorders.

7. Students will have increased knowledge and understanding of cultural and linguistic diversity.

a. Students will identify cultural differences in child rearing, belief systems, educational values and familial and community characteristics.

8. Students will have increased knowledge of instrumentation and technology in the field of Speech-Language-Hearing Sciences.

a. Students will identify instrumentation used to analyze acoustic information.

b. Students will demonstrate proficiency in the use of computerized methods of transcription and analysis.

c. Students will identify instrumentation used to measure various aspects of hearing.

9. Students will have an increased understanding of professional practices in Speech-Language Pathology and Audiology.

a. Students will identify the major professional organizations that promote the professions of Speech-Language Pathology and Audiology.

b. Students will identify the role of the Speech-Language Pathologist and Audiologist.

c. Students will identify the major components of the Code of Ethics for Speech-Language Pathology and Audiology.

d. Students will identify and maintain procedures for client confidentiality.

e. Students will demonstrate professional behavior in a clinical setting, including timeliness, respectfulness and sensitivity to clients and family.

The Essential Functions specific to Speech-Language Pathologists as recommended by the Council of Academic Programs in Communication Sciences and Disorders are established as the abilities considered essential for professionals entering the field of speech-language pathology. Students applying to and/or enrolled in the MA-SLP program must possess these functions, with or without reasonable accommodations, in order to achieve the level of competency required for graduation and independent practice.

Essential Functions

The following Essential Functions are consistent with the Council of Academic Programs in Communication Science and Disorders. They are deemed necessary in order to acquire the knowledge and skills requisite to the practice of speech-language pathology, and furthermore, are necessary to function in a broad variety of clinical situations, and to render a wide spectrum of patient care. Individuals applying and/or enrolled in the MA-SLP program must have the following skills and attributes:

Physical Health: The student must possess the physical health and stamina needed to carry out the MA-SLP program. The student must be able to continuously sit/stand for several hours.

Intellectual skills: The student must have sufficient powers of intellect to acquire, assimilate, integrate, and apply information. The student must have intellectual ability to solve problems. The student must possess the ability of critical thinking and writing.

Motor skills: The student must have sufficient use of motor skills to carry out all necessary speech-language pathology procedures, both those involved in learning the fundamental sciences and those required in the clinical environment (internal and external placements). This includes the ability to; 1) participate in clinical responsibilities, 2) use diagnostic equipment and/or computer keyboard to operate clinical and laboratory equipment, and 3) access transportation to all clinical and academic placements.

Communication: The speech-language pathology student must have sufficient use of the senses of hearing and vision, and the English language (written and spoken) to communicate effectively with patients, faculty, staff, peers, and other health care professionals in both oral and written form.

Sensory abilities: The student must have sufficient use of the sense of vision, hearing, and touch to observe effectively in the classroom, laboratory, and clinical settings. Students must possess the ability to observe both close at hand and at a distance.

Behavior qualities: The student must possess emotional health sufficient to carry out the tasks above, must have good judgment, and must behave in a professional, reliable, mature, and responsible manner. The student must effectively manage the use of time and be able to systematize actions in order to complete professional and technical tasks with realistic constraints. The student must be adaptable, possessing sufficient flexibility to function in new and stressful environments. The student must be able to critically evaluate her/his own performance, be forthright about errors, accept constructive criticism, and show respect for individuals of diverse backgrounds, including but not limited to different age, ethnic background, religion, and/or sexual orientation. The student must exhibit professional behavior by conforming to appropriate standards of dress, appearance, language and public behavior. The student must uphold the Code of Ethics of the American-Speech-Language-Hearing Association and the MA-SLP guidelines on professional behavior and the use of technology found in the graduate program handbook and the graduate guidance document.

Each student must continue to meet all of the essential functions set forth above, with or without reasonable accommodations. A student may be denied permission to continue in the program should the student fail at any time during the course of study to adequately demonstrate all the required essential functions.

The American Speech-Language-Hearing Association has also outlined essential functions for the profession. You can view their document at the following web address:
http://www.capcsd.org/wp-content/uploads/2017/11/Essential-Functions-References-Appendix-A.pdf    

Student Disabilities and Accommodations

https://www.hofstra.edu/studentaffairs/stddis/index.html

Part-time Audiology Supervisor

Dr. Passerieux is a supervising audiologist in the Audiology Clinic. She graduated from University at Buffalo with her Bachelor’s and Masters of Arts Degrees. In 2010 she earned her Doctorate of Audiology from Arizona School of Health Sciences. Dr. Passerieux has been practicing for over 20 years and is licensed in New York State and certified by the American Speech Language Hearing Association (ASHA). Dr. Passerieux currently is a committee member of the Long Island Speech and Hearing Association. In addition, Dr. Passerieux is an Adjunct Professor at Adelphi University and also works as a Senior Audiologist at an otolaryngologist office.

Clinical Specialty Area: Adult and pediatric diagnostic evaluations, Hearing aid evaluation and fittings.

Clinical Supervisor

Suzanne Shelley, M.S., CCC-SLP is a part-time clinical supervisor in the Speech-Language-Hearing Clinic. She received both a Bachelor of Science and a Master of Science from Adelphi University. She holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association and is licensed to practice speech-language pathology in New York State. She has worked in the hospital setting, homecare and private practice.

Clinical Specialty Area: Adult neurogenic communication disorders

Senior Support Specialist

Allison Collins is an integral member of the staff and provides senior secretarial and administrative support for the Speech-Language-Hearing Clinic.