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Article 19 of the Universal Declaration of Human Rights states that everyone has the right to freedom of opinion and expression -the right to communication. Communication is at the core of the speech-language pathology (SLP) profession. Yet, while we celebrate the 70th anniversary of the Universal Declaration of Human Rights some of our most vulnerable youth are being placed in special education at disproportional rates. School-based SLPs in the United States may be unwittingly contributing to this phenomenon, obstructing the human right to communication because of biased assessment procedures. However, increasing cultural competence, diversifying the profession, and utilising additional assessment measures are actions that can be taken to promote equity in assessment for all children.

Purpose: The American Speech-Language-Hearing Association has outlined the primary roles and responsibilities of early intervention (EI)–based speech-language pathologists (SLPs). However, many SLPs feel underprepared to practice in EI. The purpose of this research note is to understand and describe the preparation experiences of EI-based SLPs practicing in Michigan, at a state level, as a first step in understanding the experiences of EI-based SLPs nationwide. Method: This qualitative investigation employed a phenomenological approach. Semistructured, in-depth interviews were conducted with 11 EI SLP participants practicing in the state of Michigan. When all interviews were completed and reviewed, the researcher conducted line-by-line focused coding to cluster frequently used terms and common experiences into specific themes. Results: The participants described their current roles and responsibilities in comparison to their preparation for EI. Despite variations in practice and location, the participants shared common experiences with lack of university preparation for practice and on-the-job learning. Conclusions: This study demonstrates the need to further explore the ways to better prepare SLPs to enter into the field of EI. Academic programs could begin this work by reaching out to local, practicing EI-based SLPs for guidance and consultation on course content so that it is rooted in actual practice and that connections for student observation and field experience can be made.

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