Teaching and Mentoring Students in the Life Participation Approach to Aphasia Service Delivery Perspective

Abstract

PurposeThis review article examines potential approaches for teaching and mentoring students in the Life Participation Approach to Aphasia (LPAA). The authors review applications of a variety of evidence-based pedagogies, including both course-based and non–course-based teaching interventions. The intent is to create a cohesive and comprehensive resource for teaching and mentoring in the LPAA framework.ConclusionMultiple pedagogical strategies are available to support LPAA inside and outside of the classroom. A model for the LPAA teaching and learning framework is introduced, which identifies crucial elements of a comprehensive teaching and mentoring approach. Experiential learning, development of learner knowledge and service delivery perspectives, exposure to the lived experience, and authentic, relationship-based learning are emphasized. A multipronged approach is necessary to develop commitment to an LPAA framework.