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Professional Perspectives on Cultural Responsiveness: Voices From School-Based Speech-Language Pathologists.

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School speech-language pathologists (SLPs) integrate diversity, equity, and inclusion (DEI) into their practices, but face barriers. Further professional development and policy changes are needed to enhance culturally responsive service delivery for diverse students.

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Area of Science:

  • Speech-language pathology
  • Educational psychology
  • Cultural competency

Background:

  • Understanding how school-based speech-language pathologists (SLPs) conceptualize diversity, equity, and inclusion (DEI).
  • Exploring the implementation of culturally responsive practices in diverse student populations within school settings.

Purpose of the Study:

  • To investigate SLPs' understanding and application of DEI principles.
  • To identify challenges and facilitators in delivering culturally responsive speech-language services.

Main Methods:

  • Qualitative study with SLPs in urban Southern California school districts.
  • Online survey (N=52) and semistructured interviews (N=10).
  • Inductive thematic analysis and constant comparative methods.

Main Results:

  • DEI encompasses neurodiversity, inclusion, representation, and access.
  • SLPs perceive DEI as integral to their existing practices.
  • Barriers to DEI implementation include time, knowledge gaps, and workplace concerns.
  • Culturally responsive practices involve trust-building and student affirmation.

Conclusions:

  • DEI is operationalized by SLPs, yet implementation barriers exist.
  • Need for targeted professional development and policy reform for effective DEI.
  • Further research with diverse samples is required to validate findings and develop generalizable frameworks for culturally responsive service delivery.