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Autonomy of audiologists in educational settings
J B Seaton1, P Von Almen, J C Blair
1Seaton Consultants, Athens, Georgia 30606.
Journal of the American Academy of Audiology
|November 1, 1994
Summary
Educational audiologists experience significant professional autonomy in daily practice and scope of work. However, their independence regarding employment conditions is less widespread, indicating areas for future development in audiology training.
Area of Science:
- Audiology
- Educational Audiology
- Professional Practice
Background:
- Professional autonomy is a critical concern for practicing audiologists.
- Educational audiologists' independence and authority in educational settings are under examination.
Purpose of the Study:
- To survey educational audiologists regarding their professional autonomy.
- To explore autonomy across scope of practice, referrals, assessments, and employment conditions.
Main Methods:
- A written survey was administered to members of the Educational Audiology Association.
- Responses were analyzed to determine the extent of autonomy in four key areas.
Main Results:
- Educational audiologists report high autonomy in scope of practice and daily activities.
- Autonomy concerning employment conditions was found to be less prevalent among respondents.
Conclusions:
- Educational audiologists possess considerable autonomy in core professional tasks.
- Limited autonomy in employment conditions suggests a need for enhanced training and advocacy for audiologists in educational settings.