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Purpose: to discuss the speech-language-hearing pathologist’s training to work in education, based on the report from speech-language-hearing students.  Methods: a total of 29 students in the seventh semester of the Speech-Language-Hearing program at two higher education institutions participated in this study. The questionnaire used was developed specifically for this study. It comprised open- and closed-ended questions on the profile of the students and their training to work in educational settings. Data were also collected on the syllabi of the courses related to Educational Speech-Language-Hearing Pathology at both institutions. The data were quantitatively and qualitatively analyzed.  Results: the results indicated that the summed course load of the education-related courses is low, and their syllabi do not cover important aspects for the speech-language-hearing training aimed at the work in education. Also, the students reported that most of the practical activities took place in kindergarten or elementary school, with objectives related to a medical-centered view. The students also pointed out the need for improvements in the speech-language-hearing training to work in education.  Conclusion: the students reported that their training should involve a broader course load, as well as contents and experiences to help them to consciously, critically, and responsibly join the educational setting.

The speech-language-hearing pathologist’s training to work in education: what speech-language-hearing undergraduate students have to say