One of the things that I have been trying to avoid is to repeat anything I have said in previous columns that I have written in the last three years. By now, it means 28 columns!! In May 2005, I wrote a column titled, “How Could May Better Hearing and Speech Month’ Become a Year-Round Endeavor?” and, in May 2006, the column was titled “What Is So Special About Being an SLP? In Celebration of May is Better Hearing and Speech Month.”
This month, in celebration of “May is Better Hearing and Speech Month,” I have decided to provide references for selected documents regarding multilingual and multicultural issues that pertain to our profession, and that are available by logging on to the American Speech-Language Hearing Association (ASHA) or the California Speech-Language Hearing Association (CSHA) websites. As you browse those two websites, you will find that there is a wealth of information. To make your quest easier, I have listed the ten top pieces of information that would be most helpful for any clinician to feel more confident in meeting the communication and academic needs of students and clients of various ages whose English proficiency may be variable.
I know that I may not have exhausted all the possible resources that are available through the websites, therefore, I encourage you to log onto ASHA and CSHA for further resources.
|Epidemiology||Click here to visit the website.
Lists a number of issues regarding incidence and prevalence of speech/language/communication disorders among various linguistic groups. Information on children and adults is available.
|Serving CLD Populations||Click here for the document.
This document describes the skills and knowledge needed by SLPs and Audiologists serving CLD populations.
|Click here to visit the website.
Discusses various issues that are faced by SLPs working and assessing with ELL students and outlines areas where clinicians need more training.
|Assessment of African-American Students||Click here to visit the website.
Written in 2003 “The Assessment of African American Children: An Update on Larry P.” outlines best practices in assessing and working with these students.
|CLD Populations in Hospital Settings||Click here to visit the website.
“Training Clinicians in Cultural Sensitivity: Considerations in Treating the Medically Compromised Adult.” This document delineates preferred practices when working with CLD clients who are treated in a medical setting.
|Lists of Tests||Click here for the document.
This is a list of tests available in various areas of speech, language and communication. It also includes a suggested list for assessment directed to CLD populations. The document is recently released (2007). I appreciated reading the following quote: “Results of standardized tests provide the speech-language pathologist with valuable information regarding the communication abilities in specific areas. However, ASHA recognizes that standardized tests are only one component of a comprehensive assessment process. Non-standardized or informal assessment procedures, including behavioral and pragmatic observations in natural contexts and spontaneous and structured language sampling, provide valuable information that standardized tests alone may not. Sampling communication in a variety of situations gives speech-language pathologists a more accurate profile of an individual’s functional communication ability.”
In sum, let’s keep this recommendation in mind when interpreting test results.
|Services in L2 by SLPs with various proficiencies in that language.||Click here to visit the website.
“Establishing Language and Cultural Proficiency in Working with CLD Populations.” This document describes the types of services that SLPs who have varying degrees of proficiency in a given second language might render to clients who speak that language.
|Working with Interpreters and Translators||Click here to visit the website.
In this article I describe the basics in collaborating with interpreters and translators in our profession. Other resources that discuss the topic in greater detail including the availability of a video are listed.
|Special ASHA Division||Click here to visit the website.
ASHA members of this Division receive the Perspectives Newsletter four times a year. Each issue relates to specific topics regarding services to linguistically and diverse populations.
|Helpful links||Click here to visit the website.
The diversity committee has compiled a wealth of links to various websites that relate to issues regarding multilingual and multicultural issues. For example, links for information on characteristics of diverse languages and cultures, information on various aspects of speech, language and communication in Spanish and other languages as well as organizations that relate to multilingualism and multiculturalism.
Coming up in the QUE TAL issue of June 2007
The Use of Music and Songs in Speech and Language Therapy