Speech-language pathologists (SLPs) work across the lifespan, supporting individuals with diverse and complex needs. While the COMPASS assessment tool does not distinguish between complex and non-complex placements, many clinical settings expose students to clients requiring multifaceted support across disciplines, often in resource-limited environments. These scenarios can challenge both clinical educators and students to create safe, supportive, and successful learning experiences.

In February 2024, students from Speech Pathology, Occupational Therapy, Physiotherapy, and Exercise Science at CQU embarked on a clinical placement in Nonthaburi, Thailand. They worked with children and adults with developmental and acquired disabilities in disability centers where the language barrier (Thai-only), under-resourced facilities, and use of disability support strategies no longer considered best practice posed unique challenges.

This presentation will share the creative, multi-disciplinary strategies employed to ensure all 17 students experienced a transformative, engaging, and innovative placement. Attendees will gain insight into real-world solutions and be encouraged to rethink their approach to clinical education—ensuring that any student, at any level, can thrive in even the most complex settings. Through knowledge transfer, problem-solving, and adaptive thinking, this session will inspire new ways to elevate student learning in challenging settings.

Disclaimer
This presentation also acknowledges that international student placements in Majority world countries poses both advantages and difficulties for all stakeholders (Staley et al., 2019). International student placements should be based on sustainable partnerships that seek to benefit those living with communication disabilities in the host country (Wylie et al., 2016). While this presentation is focused on the outcomes of a student placement in 2024, CQUniversity has sustained an ongoing partnership with the host organisation since 2017 and is continuously reflecting on and revising the project based on ethical considerations.

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Staley, B., Ellwood, L., Rochus, D., Gibson, R., Dain Hong, & Kwan, K. (2019). Looking through the kaleidoscope: Stakeholder perspectives on an international speech-language pathology placement. Perspectives of the ASHA Special Interest Groups, 4(6), 1595–1600. CINAHL Ultimate. https://doi.org/10.1044/2019_PERS-SIG17-2019-0007

Wylie, K., Amponsah, C., Bampoe, J., & Owusu, N. (2016). Sustainable partnerships for communication disability rehabilitation in majority world countries. Journal of Clinical Practice in Speech-Language Pathology, 18(3).