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Establishing a pedagogical framework for the multicultural course in communication sciences and disorders
RaMonda Horton-Ikard1, Maria L Munoz, Shurita Thomas-Tate
1Department of Communication Disorders, 407 Regional Rehabilitation Center, Florida State University, Tallahassee, FL 32303, USA. rhorton2@fsu.edu
American Journal of Speech-Language Pathology
|December 25, 2008
Summary
This study presents a model for teaching multicultural (MC) issues in communication sciences and disorders (CSD) programs. The adapted framework enhances students' cultural competence through awareness, knowledge, and skills development.
Area of Science:
- Multicultural Education
- Communication Sciences and Disorders
Background:
- Growing need for multicultural (MC) education in Communication Sciences and Disorders (CSD).
- Existing frameworks for MC instruction can be adapted for CSD.
Purpose of the Study:
- To present a model for teaching foundational multicultural (MC) issues.
- To adapt this model for Communication Sciences and Disorders (CSD) programs.
- To integrate cultural competence dimensions: awareness, knowledge, and skills.
Main Methods:
- Establishing the necessity of MC education in CSD.
- Describing a framework for MC instruction from clinical counseling.
- Modifying and applying the framework to an MC course in CSD.
Main Results:
- The adapted framework provides a structured approach to MC education in CSD.
- Integration of awareness, knowledge, and skills enhances cultural competence.
- The model is applicable to university-level CSD training programs.
Conclusions:
- A foundational MC course in CSD is valuable for student cultural competence.
- Infusing MC material across the American Speech-Language-Hearing Association's content areas is supported.
- The proposed model facilitates the development of culturally competent CSD professionals.
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