Communication Sciences and Disorders
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Decolonizing speech-language pathology practice in acquired neurogenic disordersPenn, C., Armstrong, E., Brewer, K., Purves, B., McAllister, M., Hersh, D., Godecke, E., Ciccone, N., & Lewis, A. (2017). Decolonizing speech-language pathology practice in acquired neurogenic disorders. Perspectives of the ASHA Special Interest Groups, 2(2), 1-C15. https://pubs.asha.org/doi/10.1044/persp2.SIG2.91
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Culturally Responsive Practices in Speech, Language and Hearing Scienes by Culturally Responsive Practices in Speech, Language, and Hearing Sciences is unique in that it provides an innovative perspective on cultural competence in the field of communication sciences and disorders. It is imperative for speech-language pathologists and audiologists to be aware of diverse aspects of globalization: how these aspects may affect their own knowledge, strengths and biases, service provision, their clients' lives, as well as their clients' relationships to service providers. The purpose of this text is to facilitate the creation of knowledge and the development of attitudes and skills that lead to culturally responsive practices. The text presents a conceptual framework to guide speech-language pathologists and audiologists toward cultural competence by becoming critically engaged users of culturally responsive and globally engaged practices. The text is focused on speech-language pathology and audiology, but also draws from theoretical frameworks in other disciplines for an inter-professional, transdisciplinary and macro practice perspective, and is appropriate for other allied health professions. This information will help students and professionals build their own conceptual framework for providing culturally and linguistically responsive services, and engage with others globally. Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.Key Features: Case studies to facilitate students' and professionals' knowledge and skills regarding culturally and linguistically responsive practices Journal prompts and discussion questions that challenge individuals to use critical and dialectical thinking Real-life activities that can be completed inside or outside the classroom or therapeutic setting Suggested readings from the current literature in cultural and linguistic responsiveness, cultural competence, and global engagement in order to build knowledge and skills, and to influence student attitudes Culturally Responsive Practices in Speech, Language, and Hearing Sciences is intended for courses on cultural competence in speech-language pathology and audiology programs. It is also appropriate for general multicultural courses in speech-language pathology and audiology, and such courses in allied health programs. Students in speech-language pathology and audiology programs are required to gain knowledge and skill competencies pertaining to culture, cultural competence, cultural bases of normal and impaired communication development, cultural correlates of various developmental and disordered categories, and cultural/linguistic backgrounds and influences of clients and their families. This textbook may also be used as supplemental material in language acquisition courses in communication sciences and disorders programs, and in special education courses that teach special education teachers about working with children who have communication disorders. In addition, this textbook is appropriate for a larger audience of health care professionals who deliver services to individuals from culturally and linguistically diverse backgrounds, and who train health care providers of the future. Professionals in health care fields beyond speech-language pathology and audiology will find this textbook to be practical, informative, and essential to their work with diverse populations locally and abroad.ISBN: 1597568678Publication Date: 2017-08-30
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Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and DisordersHorton-Ikard, R., Munoz, M. L., Thomas-Tate, S., & Keller-Bell, Y. (2009). Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and Disorders. American Journal of Speech-Language Pathology, 18(2), 192–206.
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Speech-Language Pathologists' Beliefs About Language Assessment of Bilingual/Bicultural IndividualsKritikos, E. P. (2003). Speech-Language Pathologists’ Beliefs About Language Assessment of Bilingual/Bicultural Individuals. American Journal of Speech-Language Pathology, 12(1), 73.
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Context As a Critical Dimension of Multicultural Counseling: Articulating Personal, Professional, and Institutional CompetenceToporek, R. L. (2001). Context As a Critical Dimension of Multicultural Counseling: Articulating Personal, Professional, and Institutional Competence. Journal of Multicultural Counseling & Development, 29(1), 13–30.
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Addressing Multicultural Issues in Communication Sciences and DisordersHorton-Ikard, R., & Muñoz, M. L. (2010). Addressing Multicultural Issues in Communication Sciences and Disorders. Contemporary Issues in Communication Science & Disorders, 38, 167–173.
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A Multicultural Competency Checklist for Counseling Training ProgramsPonterotto, J. G., Alexander, C. M., & Grieger, I. (1995). A Multicultural Competency Checklist for Counseling Training Programs. Journal of Multicultural Counseling & Development, 23(1), 11–20. https://doi-org.libproxy.adelphi.edu/10.1002/j.2161-1912.1995.tb00262.x
