EXAMINING CRANOIFACIAL EDUCATION OPPORTUNITIES IN GRADUATE SPEECH-LANGAUGE PATHOLOGY PROGRAMS: CURRICULUM TRENDS AND ADMINISTRATOR PERSPECTIVES

Abstract

Graduate education in speech-language pathology (SLP) faces increasing demands to prepare broadly competent clinicians within condensed program timelines and expanding accreditation standards. Specialized topics such as craniofacial anomalies are often among the first to be condensed, embedded, or eliminated, despite their clinical complexity and prevalence. The purpose of this mixed-methods study was to examine the current state of craniofacial education across accredited graduate SLP programs in the United States and to identify the factors that influence decisions regarding its inclusion. The study was designed to use a national survey of accredited SLP graduate programs to provide quantitative insight into the prevalence and structure of craniofacial education opportunities. Of the 281 analyzed programs, approximately 20% offered dedicated and required coursework, 11% offered elective courses, and nearly 69% embedded content within other courses. Additionally, only approximately 64% of programs reported offering clinical experience opportunities for their students, with most programs only having fewer than 25% of students per cohort engaged in such experiences. To give context to these patterns, qualitative interviews were also conducted with program administrators. Four major themes emerged: (1) Barriers, including fragile faculty infrastructure, curriculum overcrowding, and perceived low demand; (2) Facilitators such as faculty advocacy and institutional or regional partnerships; (3) Clinical Preparedness, comparing the relationship between curricular depth and student competence; and (4) Pathways for Improvement, emphasizing centralized resources, various educational models, and longer degree programs. These findings demonstrate a persistent and steady national decline in dedicated coursework and limited student access to specialized clinical training. Collectively, results highlight the need for intentional curriculum design, increased faculty development, and innovative and technology informed approaches to strengthen graduate preparation of speech-language pathologists serving individuals with craniofacial and cleft-related communication disorders.