Financial: Laura DeThorne and Megan-Brette Hamilton receive compensation from MedBridge for this course. There is no financial interest beyond the production of this course Non-Financial: : Laura DeThorne and Megan-Brette Hamilton have no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Megan-Brette Hamilton, PhD, CCC-SLP
Dr. Megan-Brette Hamilton is an assistant professor of Communication Disorders at Auburn University and an ASHA-certified speech-language pathologist. She spent 10 years working in New York city schools as a speech-language pathologist where her students were primarily African American and Latino/a. From the beginning of her career in communication sciences and disorders, she has always…Read full bio
Laura DeThorne, PhD, CCC-SLP
Dr. Laura DeThorne is an associated professor of Speech & Hearing Science at the University of Illinois and an ASHA-certified speech-language pathologist. Her work over the last 20 years has focused on understanding individual and group differences in language development and the potential implications for education and intervention practices. With the intent of bridging biomedical…Read full bio
1. Exploring Your Own Cultural Identity
This chapter will explore the concept of cultural identity from the perspective of individual experience. Consistent with many professional guidelines, cultural competence requires an understanding of the unique combination of cultural variables (e.g., age, gender, linguistic background, race/ethnicity) that the client and professional bring to their interactions.
2. Your Norm Isn't My Norm: Learning to See Color
This chapter is designed to encourage viewers to identify and appreciate cultural-linguistic differences in their clients. We provide specific examples of key learning experiences from our own practice.
3. Who are you Calling Privileged?
This chapter introduces the concept of privilege, specifically White privilege, and highlights how school settings tend to privilege American White middle-class culture. We provide explicit examples in terms of background knowledge, learning style, language use, and discipline.
4. The Shift from Color-Blind to Color Competent
This chapter is designed to present 5 general strategies for becoming a culturally competent SLP: a) talk explicitly about language variation, b) find cultural brokers, c) build partnerships around shared values, d) work with children’s strengths/interests, and e) find culturally relevant materials. We exemplify each strategy by applying it to two distinct cases from our clinical practices.