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Ruth Alice Jurey, M.S., C.C.C.
Master of Science in Communicative Disorders, University of Redlands
Certificate of Clinical Competence in Speech/Language Pathology, American Speech-Language-Hearing Association
California Standard Teaching Credential, Speech-Language-Hearing Specialist
Licensed Speech/Language Pathologist, California & Nevada
Point of View
Dear Reader,
I wish to encourage belief in the ability to learn.
Over the years my clients and students have taught me that abilities improve as skills and strategies grow.
And growth requires the belief that progress is actually possible.
Disability may seem more real to us than human potential.
But this is an imbalance that moves us in the wrong direction.
We may get caught up in a disorder as we examine it, label it, pour our energy into it, try to understand it.
There is truth in the maxim that ‘we get what we are looking for.’
We need some perspective.
None of us is perfectly, equally skilled in all areas.
At what point do we decide that our weaknesses are disabilities?
When might we choose simply to describe the weakness, isolating it so that we can work on it or work around it?
We get to choose the point of view that works best for us.
Many individuals have disorders that are very significant, but decide to look at them as ‘challenges’ rather than ‘disabilities.’
Others acknowledge their disability, yet achieve growth that makes a difference.
Their belief in the problem is no stronger than their belief in human potential.
Is it scientific to believe in the human potential to learn in spite of obstacles? Yes.
Scientists are discovering that the human brain responds positively, physically, to suitable challenges.
When we set new goals ‘just out of reach but not out of sight,’ we can enjoy the satisfaction
of achievement and a lifetime of new horizons.
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Best Wishes,
Ruth Alice Jurey, M.S.
Speech/Language Pathologist
Philosophy
The Human Connection: Communication is a vital human need. We represent ourselves through our communication with one another. To understand others, and to be understood, is of vast practical and personal importance.
Thinking and Learning:The skills we use to communicate are also the skills of thinking and learning. Internal communication--planning, keeping track, reasoning, remembering--is vital to our wellness and achievement.
All Included: A clinical learning project is a collaboration between clinician, client and family. All can contribute and participate in large or small ways.
Human Potential:The rehabilitation arts and sciences are founded on the principle of potential despite special challenges. I adhere to the ideal that if there is a need, no one is beyond help. Problems point to new possibilities which can have a positive impact on the quality of life.
Communication for a Lifetime
Infant thru Preschool:A child’s future academic and social growth depend upon early speech and language development. So problems that affect communication learning should be addressed as soon as discovered. There is no better time to get your child the help that may be needed.
School Age: Since speech and language disorders have academic as well as social consequences, treatment can make an important difference for the student with a communication or language-based learning problem.
Adult:We tend to judge others--and be judged ourselves--on the basis of oral and written communication. Adults can refine communication skills for well-being, personal satisfaction or career advancement. Some adults believe that they are somehow too old to learn. Actually, no age is too old. Experience can be an advantage to the adult who chooses lifelong learning.
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