ERIC Number: ED460559
Record Type: RIE
Publication Date: 2000-Jun-30
Reference Count: N/A
Training Speech-Language Pathologists To Serve Culturally Diverse Populations: A Model for the 21st Century. Final Progress Report.
This final report discusses the activities and outcomes of a project designed to train specialized professionals in speech-language pathology to provide diagnostic, management, and preventative services to culturally diverse populations including African Americans, Hispanics, American Indians, and Asian Americans whose needs are often neglected or inadequately met. A secondary goal of the project was to increase the number of minority professionals in the field of speech-language pathology, particularly those who will provide services to infants, toddlers, and youth within public schools. Throughout the project period of July 1, 1996 through June 30, 2000, a total of 16 master's degree students participated in the project. Of the 16 students, 14 were African American, one was Hispanic, and one was Caucasian. Students completed a required course in applied sociolinguistics and an additional course in language and culture to impart knowledge and clinical applications regarding culturally diverse populations. A final component of the project was a specialized practicum with culturally diverse populations. Graduates of the project were readily employed in the profession based on the knowledge and skills imparted by the project and the master's program. The report includes evaluation results of the students' competencies. (CR)
Descriptors: American Indians, Asian Americans, Blacks, Cultural Awareness, Cultural Differences, Diversity (Student), Elementary Secondary Education, Higher Education, Hispanic Americans, Language Impairments, Masters Programs, Minority Groups, Multicultural Education, Professional Development, Speech Impairments, Speech Language Pathologists, Speech Therapy
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A