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Fernandes. 406 Referenciar este material como: Fernandes FDM. Emerging issues on the education of SLPs around the globe different models: Brazil. Pró-Fono Revista de Atualização Científica. 2007 outdez;19(4):406-7. In Brazil the first official undergraduate programs started around 1958 in services for deaf children in major hospitals, although there are reports of rehabilitation programs for deaf children since the XIX century. Until the end of the 1970 decade there were only three undergraduate programs, all of them in the city of Sao Paulo. During the decade of 1980 there was a large increase in the number of programs that eventually reached other regions of the country. Still, even nowadays the major part of graduation and post-graduation courses are located in the south and southeast regions of Brazil. On the other hand, the number of professionals with masters and doctorate degrees also increased significantly. Many of these professionals obtained their post-graduation degrees in different areas such as psychology, linguistics and education or abroad. Only in the last decade the number of field-specific master and doctorate programs improved, but they are still concentrated in the south and southeast regions. The research produced in these programs allowed the consolidation of five scientific journals that are now indexed in international data basis. The increase in the number of professionals was not accompanied by an increase in public health policies that allowed access of the population to the speech, language and audiology services. Therefore, the lack of jobs for many professionals resulted in the decrease in the number of students interested in the area. This poses one of the major challenges in education of Speech-Language Pathologists (SLPs) and audiologists in Brazil in this beginning of the third millennium. While keeping-up with a quality based teaching approach, there is the need to provide access of the general population to speech-language and audiology services, and in some regions of our country this is also a role of the university. The basic needs of a large portion of the population, such as housing and feeding, are just now being attended. Access to information and education in some regions is so precarious that many universities have out-of-campus programs designed to meet these issues. Unfortunately just a few of these programs include SLPs or audiologists. It is undoubtedly a challenge to provide to a student, for example, from Sao Paulo, one of the major cities of the world, instruments, parameters and criteria through which observe a child that lives healthy and happily, for example, in the Amazon margin. The question proposed is: should this child be expected to meet criteria developed to evaluate children with access to TVs, computers and mobile-phones or, if choosing to apply more loosely any criteria wouldn't jeopardize the possibility of this child to compete with others on a highly competitive society? Relato de Conferência

Emerging issues on the education of SLPs around the globe - different models: Brazil