Speech-language pathologists (SLPs) are frequently called to serve children with sensory impairments. Although a great deal of literature will support SLPs in providing services to children with hearing impairments, there is significantly less data concerning communication development in the child with visual impairments or deafblindness. As such, SLPs may be poorly prepared to perform evaluative, program planning, and intervention activities with this population. Survey methodology was used to reveal striking differences in the preparation and competence of SLPs regarding various types of sensory impairment. Recommendations for changes in personnel preparation are also discussed, as are implications for future research.
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