SLP-Seminars on Working with Children from Culturally and Linguistically Diverse Populations
Taught by Renowned Authors and Clinicians
Assessing and treating culturally and linguistically diverse children with communication disorders (G. Tellis)
The purpose of this seminar is to provide detailed information about assessment and treatment of communication disorders in culturally and linguistically diverse populations. The following will be discussed: Differences in cultures, demographic changes in multicultural populations, cultural influences on communication styles, sensitivity to multicultural issues, ways of increasing cultural competence, professional and public policy, the impact of immigrants, refugee status, and religion, acculturation, beliefs about causes of disabilities, ASHA’s position regarding cultural and linguistic diversity as it pertains to communicative disorders, strategies for conducting assessments with culturally and linguistically diverse clients, legal considerations, standardized tests, cultural-linguistic bias, information about conducting nonbiased assessments, working with multidisciplinary teams, pre-referrals, case history considerations.
Information about cultural and environmental influences on language and academic performance will be discussed. Alternatives to assessment, specifically information about narrative assessment and analysis, portfolio and curriculum-based assessment, bilingual support, and using the services of interpreters will be outlined. The session will conclude with information about African American culture, Hispanic language and culture, Asian language and culture, and middle-eastern language and culture as well as assessment practices related to clients from these cultures.
Participants will learn about implications for treatment of diverse clients including African Americans, Hispanics, Asians, and middle easterners. Details about second language acquisition and bilingualism will be provided. Information about linguistic and social features of second language acquisition and bilingualism will be outlined as well as details about language loss. Participants will also learn about selecting appropriate goals and materials for treatment for culturally and linguistically diverse clients. Specific strategies for developing oral and written language skills will also be outlined. Treatment strategies that incorporate the family will be discussed.
Assessment of English Language Learner Students with Potential Language Disorders (Roseberry-McKibbin)
The increasing number of multilingual, multicultural students in our schools demands that we make accurate language assessment and placement decisions. The biggest challenge facing clinicians is differentiating a language difference from a language disorder in English Language Learner (ELL) students. This workshop covers informal assessment materials and methods that are useful for assessing potential language disorders in ELL students from any language background. Case studies illustrate the principles and methods discussed.
Following this presentation, clinicians will be able to:
- Describe how second language acquisition and bilingualism impact a child's developing language
- Discuss federal laws and guidelines pertaining to nonbiased assessment of students who are English Language Learners
- List potential sources of bias on standardized tests of language
- Describe and discuss informal, nonstandardized methods and materials for differentiating language differences from language disorders
- List suggestions for working with effectively with interpreters
- Apply theories, methods, and materials discussed to actual case studies of children from varied language backgrounds
Increasing the Oral and Literate Language Skills of Students in Poverty: Practical Strategies (Roseberry-McKibbin)
The increasing numbers of American children today who experience poverty and homelessness make it imperative that school personnel meet their unique needs. Many times, these students display decreased language and executive functioning skills that are related to their low socioeconomic status. They may have potential or actual language disorders. This workshop describes factors that impact these low-SES students, and details practical intervention strategies for increasing their oral and literate language as well as their executive functioning skills.
Following this presentation, clinicians will be able to:
- List general factors that impact the linguistic and academic achievement of students in poverty and homelessness.
- Explain the effects of poverty on low-income and homeless students' oral and literate language development
- Define the term information capital and describe discrepancies between low-SES and middle-SES students in this area
- Describe specific practical strategies for increasing the oral language skills of students in poverty and conditions of homelessness
- Discuss specific practical strategies for increasing the written language skills of students in poverty and homelessness
- Define the term executive functioning.
- Describe possible executive functioning deficits in students in poverty and homelessness and summarize strategies for remediation of these deficits
Multicultural Issues in Clinical Practicum and Supervision (Miller)
This course will provide an intermediate level of instruction for speech-language pathologists that addresses critical issues in clinical practicum and supervision. This course will review the history and theories of supervision in the field of communication disorders in addition to issues that may arise in the supervision of students, clinical fellows and speech therapy assistants. This course will also assist professionals in developing effective skills for supervision in culturally diverse settings. *Course can be adapted for health care professionals including speech-language pathologists, physical therapists and occupational therapists.
Following this presentation, clinicians will be able to:
- Provide an overview of the history and theories of supervision in communication disorders
- Identify characteristics of an effective clinical supervisor
- Utilize intercultural communication techniques and skills for working in a culturally diverse workplace
Multicultural versus Transcultural: A model of cultural sensitivity in a university program or clinical setting (Miller)
This course will provide an intermediate level of instruction for speech-language pathologists, university personnel and educators developing university or private clinics. As the racial and ethnic demographics of our country changes, university communication disorders program must adjust curriculum and instruction to meet the demands of their students and future clients. Understanding how culture plays a role in educating and training future practitioners is paramount. Traditional methods of instruction and approaches have not always proven to be the most effective methods. This course will present ways in which university programs can address multicultural and transcultural instruction by providing an example of programs incorporating a variety of methods.
Following this presentation, clinicians will be able to:
- List strategies that can assist speech-language pathologists to increase their cultural sensitivity.
- Identify methods to incorporate multicultural and transcultural instruction and training in a Communication Disorders program/clinic.
- Define terms associated with multiculturalism
Principles and Practical Strategies for Intervention with English Language Learner Students Who Have Language Disorders (Roseberry-McKibbin)
Following this presentation, clinicians will be able to:
- Define a language disorder in a student who is an English Language Learner (ELL)
- Describe practical activities and strategies that are effective for increasing the overall language skills of ELL students with language disorders
- List specific IEP goals and objectives for increasing oral and written expressive vocabulary skills of these students
- Describe practical methods for collaborating with classroom teachers to help ELL students with language disorders to succeed in the regular classroom setting
- Define the concept of phonological awareness
- Describe materials and methods for increasing phonological awareness skills of ELL students with language disorders
- List ways to incorporate literacy into intervention
- Describe how to connect intervention with the classroom curriculum
- Discuss methods for increasing family involvement