Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Speech Language Pathology

Keywords

Facilitators, Barriers

Abstract

This phenomenological study delves into the facilitators and barriers influencing the entry of Speech and Language Pathologists (SLPs) into school-based settings, focusing on the experiences of alumni from the Speech and Language Pathology program at DLSMHSI. Through semi-structured interviews and rigorous thematic analysis, twelve (12) themes emerged, including six (6) facilitators and six (6) barriers. Participants underscored the pivotal role of their undergraduate education in shaping their readiness for school-based SLP practice, highlighting personal preferences and positive experiences. Tangible benefits offered by schools, collaborative practices, supportive school systems, and diverse client profiles were also identified as facilitators, while barriers included gaps in institutional support, collaboration, time and preparation, and logistics. The study suggests that exposure to the school environment during undergraduate education predisposes individuals to pursue careers in this setting. However, limited exposure and lack of structured programs pose challenges, indicating the need for comprehensive clinical training and clear guidelines. Recommendations for future researchers include expanding the sample size, gathering perceptions of RSLPs intending to transition to school-based settings, and conducting similar studies in other institutions to provide a comprehensive understanding of the facilitators and barriers faced by SLPs in the Philippines.

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