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Related Experiment Videos

Educating speech-language pathologists for a multicultural world.

L Cheng1, D Battle, B Murdoch

  • 1San Diego State University, San Diego, Calif 92182-1923, USA. cheng@mail.sdsu.edu

Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)
|April 24, 2001
PubMed
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Speech-language pathology education must adapt for a multicultural world, incorporating new clinical teaching models and diverse cultural competencies. Collaboration is key to meeting evolving global needs in the field.

Area of Science:

  • Speech-Language Pathology Education
  • Cross-Cultural Communication
  • Healthcare Professional Training

Background:

  • Increasingly diverse patient populations necessitate culturally competent speech-language pathologists.
  • Existing educational paradigms may not adequately prepare clinicians for multicultural practice.
  • Professional organizations are actively seeking strategies to address multicultural competencies.

Purpose of the Study:

  • To identify critical elements and current needs in speech-language pathology education for a multicultural world.
  • To propose a new paradigm for clinical teaching in speech-language pathology.
  • To explore current initiatives and collaborations in multicultural education within the field.

Main Methods:

  • Literature review of multicultural education in speech-language pathology.

Related Experiment Videos

  • Case study analysis of the American Speech Language Hearing Association's Multicultural Action Agenda.
  • Survey of multicultural components in speech-language pathology programs in Australia and New Zealand.
  • Analysis of collaborative efforts between professional bodies.

    • Main Results:

    • Identified gaps in current speech-language pathology curricula regarding multiculturalism.
    • Presented a novel UK-based model for clinical teaching to enhance cultural responsiveness.
    • Documented the American Speech Language Hearing Association's engagement with the Asian Pacific Islander caucus.
    • Survey revealed varying levels of multicultural integration in Australian and New Zealand programs.

    Conclusions:

    • Speech-language pathology education requires significant adaptation to effectively serve multicultural populations.
    • Innovative clinical teaching models and strategic collaborations are essential for progress.
    • Ongoing efforts by professional bodies demonstrate a commitment to enhancing cultural competence in the field.