American Speech-Language-Hearing Association

Guide to Starting an Academic Program in
Communication Sciences and Disorders (CSD)

Section 3 - Implementing the Academic Program

Securing Physical Facilities, Equipment and Materials, and Library Resources

This subsection applies to physical facilities, equipment and materials, and library resources unique to a CSD program. For standard office materials, equipment, and furniture, consult your institution's requisition system to secure these items as faculty and staff are hired.

Physical Facilities

Any allocated physical facilities must be in compliance with the Americans with Disabilities Act (ADA) regulations to ensure that they are accessible, appropriate, safe, and sufficient to achieve the program's mission, goals, and objectives. Some space needs would be prioritized for the academic program; others may be necessary if an on-campus clinic also has been approved.

Academic classrooms

  • Capacity for lecture and small-group activities relative to student cohort
  • Proximity to clinical or lab space for access to equipment and materials

Office space

  • Dedicated and/or shared office space for program director, faculty members, and administrative staff;
  • Storage space for treatment materials and office supplies, locked cabinet for standardized tests and disposable clinical items;
  • Secured filing system for student and/or client files.

Clinical facilities

  • Group and individual treatment rooms
  • Observation area
  • Audiology sound booth/suite
  • One-way mirror for observation or video observation capability
  • Client waiting room

Additional space considerations

  • Area for student study, work, and research;
  • Video monitoring and control room;
  • Special program space (e.g., child vs. adult treatment rooms, preschool programs).

Equipment and Materials

The CSD program must have access to sufficient equipment and materials to achieve the program's academic and clinical mission and goals. The following lists are samples of common materials and equipment that CSD programs use. To determine the exact resources, administrators of each program should consider the population of clients to be served and their specific needs. Programs also may want to determine if resources are available through other departments on campus or in external facilities. These lists are not exhaustive.

Classroom considerations

  • "smart" classroom equipped with built-in LCD projector, screen, TV with CD/VCR player;
  • videoconferencing capability;
  • networked computers.

Common clinic equipment and materials

  • diagnostic tests
  • audiometers
  • treatment materials
  • computer software for assessment and/or treatment
  • otoscopes
  • speech science equipment
  • immittance audiometry equipment
  • hearing aid equipment
  • disposable supplies (e.g., tongue depressor, latex gloves)
  • anatomical models or posters
  • audio/video equipment and headsets
  • select AAC devices

Library resources

Program administrators will need to identify the electronic or paper-based published resources with a focus on CSD. Librarians and other support staff may be able to provide support to students. Considerations include

  • databased subscriptions;
  • students' research or publication tools (e.g., training in American Psychological Association [APA] style, Refworks, or Endnote);
  • CSD and related journals (e.g., journals in the fields of special education, early childhood education, psychology, and gerontology);
  • reference books.

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