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How Do Speech-Language Pathologists (SLPs) Know? A Survey of SLPs' Disciplinary Epistemology
Shanda Duggleby Wenzel1, Monique Charest2, Lesley Pritchard3
1Department of Rehabilitation Science, Faculty of Rehabilitation Medicine, College of Health Sciences, University of Alberta, Edmonton, Canada.
International Journal of Language & Communication Disorders
|April 22, 2026
Summary
Speech-language pathologists
Area of Science:
- Speech-language pathology
- Professional epistemology
- Knowledge and learning beliefs
Background:
- Professional identity is shaped by disciplinary epistemology, or shared beliefs about knowledge and learning.
- Understanding this epistemology is crucial for speech-language pathology (SLP) education and practice.
- SLP disciplinary epistemology remains under-explored.
Purpose of the Study:
- To explore the elements of speech-language pathologists' beliefs about knowledge and learning.
- To identify potential variations in these beliefs among SLPs.
Main Methods:
- Cross-sectional survey of Canadian SLPs.
- Participants ranked and rated seven "ways of knowing" in clinical contexts.
- Open-ended questions explored rationales, barriers, and additional ways of knowing.
Main Results:
- Respondents valued all ways of knowing except a preference for quantitative research.
- Demographic characteristics showed minor associations with rated importance of ways of knowing.
- SLP epistemology appears multifaceted, valuing learning from others and clinical practice, while questioning scientific approaches.
Conclusions:
- SLP disciplinary epistemology is complex, application-focused, informed by science, and shaped by practice.
- Potential mismatches with evidence-based practice and curricula may impact knowledge use and preparedness.
- Further research and educational adjustments are recommended.
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