CUW Speech-Language Pathology

Congratulations to our Indigo Cohort!

We are proud to celebrate this group of SLPs as they prepare to launch into their clinical fellowships and careers. This is a major milestone, and we are excited to see the impact they will make as practicing speech-language pathologists.

As a graduation gift, members of the Indigo Cohort are eligible for their first year of Wisconsin Speech-Language Pathology and Audiology Association (WSHA) membership at no cost!

WSHA is a meaningful way to stay connected to advocacy, professional learning, leadership opportunities, and a statewide network of SLPs and audiologists as they take this next step in the profession.

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Ella Gerstner and Amanda Marvin presented research focused on supporting participation, regulation, and communication for students with autism spectrum disorder (ASD) in school settings.

Their projects explored:
• sensory integration and interdisciplinary collaboration for students with ASD
• how sensory supports can improve engagement and participation in therapy and classroom settings
• the use of social stories to support positive social, behavioral, and academic outcomes
• the importance of individualized and evidence-based supports within schools

Across both presentations, a common message emerged: supportive, responsive environments can improve communication, regulation, and participation for students with diverse sensory and social needs. Their work emphasized collaboration, individualized intervention, and practical classroom strategies that help students succeed across settings.

We are proud of these students for their thoughtful work supporting inclusive and student-centered school-based practice.

Evidence in Practice Symposium Spotlight 🎤

CUW SLP graduate students Isabel Hernandez and Katelyn Hummel presented research focused on supporting deaf and hard of hearing (DHH) students across school and transition settings.

Their projects explored:
• expressive vocabulary development in preschool students who are deaf/hard of hearing
• evidence-based vocabulary instruction strategies
• language-based self-advocacy skills for high school students who are DHH
• transition supports for postsecondary education and adult environments

Across both presentations, a common message emerged: language access and self-advocacy are critical for long-term academic, social, and communication success. Their work highlighted the important role school-based SLPs play in supporting communication, independence, and participation for DHH students across developmental stages.

We are proud of these students for their thoughtful work supporting equitable access and student-centered communication supports.