Cultural And Linguistic Diversity CEU Courses for SLPs

The ways in which cultural and linguistic diversity impacts service delivery for stuttering in children are discussed in this course. A review of the research on this topic is provided, along with a discussion of how diversity affects the presentation of stuttering, and best practices for providing a culturally-responsive stuttering assessment for children.

An introduction to transforming voice and communication for individuals who identify as transgender, non-binary and gender diverse is provided in this course. Cultural competence - including terminology and medical considerations - and evidence-based practices for assessment and treatment of pitch, resonance, and nonverbal communication across the gender spectrum are also addressed.

The literature on voice and communication therapy for the transgender community remains overly broad, with little to no research focusing on the bilingual transgender voice experience and clients' entire identity, including ethnicity. This course discusses vocal cultural characteristics and why they must be considered in order for SLPs to develop cultural competence and effectively work with the bilingual transgender population.

Due to speech-language pathologist shortages and more diverse caseloads, monolingual SLPs are increasingly being asked to serve multilingual pediatric populations. Practical resources for conducting a comprehensive evaluation and use of the resulting information to differentiate communication differences and disorders are described in this course. Common questions and challenges, such as use of interpreters, are also discussed.

This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.

This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.

This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.

Guided by the 6 Principles of Culturally Responsive Practice (Verdon, 2015), this course describes the latest research on supporting multilingual and multicultural children with communication disorders. Examples of this framework in action around the world are presented, and opportunities for reflection and planning of SLPs’ own culturally responsive practice are provided.

Utilizing a bilingual framework, this course explores the implementation of a Cycles Approach for highly unintelligible bilingual (Spanish-English) speakers as well as speakers of several other languages. Topics include critical components of a bilingual approach, treatment targets for Spanish-English and multilingual speakers, and strategies for working with multilingual families.

This course describes characteristics of twice-exceptional students with different disabilities. It discusses the SLP's role in identifying and advocating for these students - particularly those from minority and/or low-income backgrounds - and educating other team members, in order to maximize therapy outcomes and foster educational and personal success.