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This is a resource for families to use for self education and advocacy.

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Presented by MotherToBaby and Family Voices: As parents or when planning to start a family, it's important to know and understand how to achieve the best care and health for children, but where do you begin? Right at home! Houses, especially older ones, can be a source of lead exposure. Although lead-based paint hasn't been sold since the late 70s, many older homes still have it. Learn about the available resources supporting families who are exposed to lead.

Many families are searching for resources to talk with their children of all ages about racism. This three-part series of Resource e-Blasts for Families includes resources on connecting/having these conversations focused on three audiences: young children, children of all abilities, and teens.

This webinar explores the role of a CHW, new legislation around certification, and how staff can be trained to become one. F2Fs, AOs, and P2Ps are the intended audience.

This webinar, jointly presented by the Child and Adolescent Health Measurement Initiative (CAHMI) and Family Voices/Leadership in Family and Professional Partnerships, shares how to access and use the Data Resource Center for Child and Adolescent Health's resources and state by state data findings from the National Survey of Children's Health,* including:

Easy to understand "learn about the survey" resources

An interactive online data query to obtain findings for your state and by child subgroups

Across state comparison tables and maps

Annotated downloadable NSCH data sets and codebooks

The webinar focuses on making use of Title V National Outcome and Performance Measures, including:

Accessing state-level data that can be used for needs assessments and reports

Submitting technical assistance requests for additional help.

*The NSCH is funded and directed by HRSA MCHB and the DRC, a project of the CAHMI, is supported by HRSA MCHB.

This special Resource eBlast series focuses on a variety of topics aimed to support families of CYSHCN in the context of COVID-19.

Giannina Lopez Perez of the Puerto Rico Family-to-Family Health Information Center translated the first three parts of the series to Spanish to share with families in Puerto Rico.

Juntos, Podemos Mover Montañas: Padres Líderes en el Mejoramiento de los Sistemas Para Niños y Familias

© Statewide Parent Advocacy Network

Together, We Can Move Mountains: Parents as Leaders in Improving Systems for Children & Families

© Statewide Parent Advocacy Network

Involucrando a las Familias en el Liderazgo Para Los Cambios del Sistema

Presentado por:
Mercedes Rosa & Jeannette Mejías
Adiestramiento en Puerto Rico
25 de febrero de 2016
© SPAN 2016

Engaging Diverse Families in Leadership for Systemic Change

Presented by:
Diana Autin
Executive Co-Director, SPAN
Board Member, National FFCMH
FFCMH Conference 2015
© SPAN 2015

"Nunca dudes que un
pequeño grupo de
ciudadanos considerados,
comprometidos
pueden cambiar el mundo.
Verdaderamente, esta es
la única cosa que siempre
lo logrará".
Margaret Mead

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Presented by MotherToBaby and Family Voices: As parents or when planning to start a family, it's important to know and understand how to achieve the best care and health for children, but where do you begin? Right at home! Houses, especially older ones, can be a source of lead exposure.

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A Place For Families to Go For Resources 

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A Place For Families to Go For Resources 

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Parent Organizations and the California Department of Education

The California Department of Education (CDE), Special Education Division, works closely with federal- and-state-funded parent organizations to increase parent participation and collaboration between parents and educators to improve the educational system.
Senate Bill 511, Family Empowerment Centers Parent Training and Information Center California Community Parent Resource Centers
Senate Bill 511, Family Empowerment Centers

Background

The Family Empowerment Centers (FECs) were established in 2001 by enactment of Chapter 690 of the Statutes of 2001 (Senate Bill 511, Alpert), enacted as Education Code ( EC) 56400-56415. The FECs provide services to families with children with disabilities ages three to twenty-two. The intent of the legislature is to ensure that parents, guardians, and families of children and young adults with disabilities have access to accurate information, specialized training, and peer-to-peer support. Each FEC is a non-profit 501 (c)(3). Funding for the FECs is based upon a specific formula. A rate of $246,000.00 is allocated annually to each center to provide the basic services. Additional funding for each FEC is determined according to school enrollment of the region served.

The FECs provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22. These parent-led nonprofit organizations offer specialized training, peer-to-peer support, information and referral services. They aim to assist parents to better understand their child's educational and developmental needs, effectively communicate with service providers, serve as a resource for the individual education plan process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals. Services available through each FEC vary based on the needs of the community.

As a condition of funding, each FEC shall do all of the following as required in EC Section 56408(a):

(1) Provide training and information that meets the training and information needs of parents and families of children and young adults with disabilities living in the area served by the center, particularly those families and individuals who have been underserved.

(2) Work with community-based organizations, including community advisory committees established pursuant to Article 7 (commencing with Section 56190) of Chapter 2, parent advisory committees of one or more local educational agencies in their service region established pursuant to Sections 52063 and 52069, and state and local agencies serving children with disabilities.

(3) Train and support parents and families of children and young adults with disabilities to do all of the following:

(A) Better understand the nature of their children's disabilities and their children's educational and developmental needs, including the benefits of inclusion in a least restrictive educational environment.

(B) Participate in activities to address disparities in opportunities and improve outcomes for children and young adults with disabilities.

(C) Advocate for the child's needs in a manner that promotes alternative forms of dispute resolution and positive relationships between parents and professionals.

(4) Support parents with how to access language access support, including interpretation and translation of written materials, that is additional to language access support required to be provided by local educational agencies.

(5) Support parents in navigating referrals for services, such as support for pupil and family needs, respite services, physical and mental health services, and other necessary services depending on family circumstances.

(6) Assist parents in accessing support through other programs, such as the Foster Youth Services Coordinating Program and programs administered by the State Department of Developmental Services and the Department of Rehabilitation.

(7) Support parents in communicating effectively with personnel responsible for providing special education, early intervention, and related services.

(8) Serve as a resource to parents and families in decision making processes and the development of individualized education programs.

(9) Provide parents appropriate information regarding the range of options, programs, services, and resources available to assist children and young adults with disabilities and their families.

(10) Subject to the availability of resources and upon parental request, attend individualized education program development meetings that include parents and personnel responsible for assessing pupil eligibility for special education and early intervention services.

(11) Submit data annually, in accordance with the data template established by the department pursuant to subdivision (b) of Section 56411, no later than a date selected by the Superintendent. The Superintendent shall select this date by June 30, 2022.

FEC Contact and Service Information

Parent Training and Information Center

Background

Each Parent Training and Information Center (PTIC) is a parent-directed non-profit 501(c)(3) organization funded and managed by the Office of Special Education Programs at the U.S. Department of Education, under the Individuals with Disabilities Education Act (IDEA). The California Department of Education coordinates with the PTICs on initiatives and opportunities for parent support statewide.

The PTICs provide a variety of direct services for children and youth with disabilities, families, professionals, and other organizations that support them. Some of the activities include:

Working with families of infants, toddlers, children, and youth with disabilities, birth to twenty-six

Helping parents participate effectively in their children's education and development

Partnering with professionals and policy makers to improve outcomes for all children with disabilities

PTIC Contact Information

559-229-2000
559-229-2956 (Fax)

4440 North First Street,
Fresno, CA 93726
info@epuchildren.org

510-644-2555
(TDD Available)
510-841-8645 (Fax)
800-348-4232

3075 Adeline Street, Suite 210,
Berkeley, CA 94703

415-884-3535
415-884-3555 (Fax)
800-578-2592

94 Galli Drive, Suite C
Novato, CA 94949
info@matrixparents.org

408-727-5775
825-727-5775 (toll free)
408-286-1116 (Fax)

1400 Parkmoor Avenue, Suite 100
San Jose, CA 95126
info@php.com

415-282-7494
415-282-1226 (Fax)

1663 Mission Street, Suite 700
San Francisco, CA 94103
info@supportforfamilies.org

California Community Parent Resource Centers

Background

The Community Parent Resource Center (CPRC), are managed and funded by the Office of Special Education Programs (OSEP) and, as described in 20 United States Code 1472, will help ensure that underserved parents of children, ages birth through twenty-six with disabilities, including low-income parents, parents of limited English-proficient children, and parents with disabilities, have the training and information the parents need to enable the parents to participate effectively in helping their children with disabilities.

Each CPRC shall:

provide training and information that meets the training and information needs of parents of children with disabilities,

carry out the activities required of PTICs, and

be designed to meet the specific needs of families who experience significant isolation from available sources of information and support.

CPRC Contact Information

Other Resources

Reasons for Concern
If you suspect that your child or a child in your care may have a disability or special need(s) that may be affecting their academic, behavioral or developmental progress, there are state and local resources in place for assistance and guidance.

Rights of Parents and Children

State Compliance Complaint Support Unit

The CDE Special Education State Compliance Complaint Support Unit provides technical assistance information and resources for parents, school districts, advocates, agencies, and others of procedural safeguards regarding students between ages 3 and 21 with disabilities and their educational rights.

Rights of Parents and Children

Special Education Rights of Parents and Children Under the Individuals with Disabilities Education Act, Part B, and the California Education Code.

Parents' Rights
A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

To file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Last Reviewed: Wednesday, October 25, 2023

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List of California non-profit agencies providing resources and support for families of children and youth with disabilities.

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Being able to place the patient/family at the center of care ensures that they will have a voice in what is best in their situation. This can be difficult to achieve in a hospital setting, read above for a few helpful thoughts.

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Patient- and Family-Centered Care hospital self-assessment

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Alternative care is so essential as we consider accommodating and advocating for all different types of people and learning styles.

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Santa Rosa Junior College team: Imelda Estrada, Barbara Evans, Daniel Baggett, Brandon Giovannoni

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Home > Programs > Social Therapy 4Paws teams visit healthcare and educational sites in Napa, Sonoma, Marin, and San Francisco counties. They enable people to feel "normal" - if even for a short time - and not just a patient or a student with problems. That is often when the healing process can begin for patients, or the moment when children see themselves capable of being successful students.

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Daisy Bernal reminded me of the great benefits of using books in therapy. This website has some books I grew up reading, but is also a great resource for bilingual books in many languages!

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Bilingual Children’s Products in Over 50 Languages

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We’re happy to offer advice on the best books to meet your needs. For customers who wish to save time ordering, check out our Bilingual Book Sets and our free Personal Shopper Service.

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How can we help others move towards open minded change? Motivational Interviewing is an evidence based approach that is focused on active listening and mutual respect and understanding.

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Summary

Motivational Interviewing (MI) is often recommended as an evidence-based approach to behavior change. However, definitions of MI vary widely, including out of date and inaccurate understandings. This document provides a brief summary of what MI is, what is isn't and where to go next if you are interested in learning more about this approach.

What is Motivational Interviewing?

"MI is a collaborative, goal-oriented style of communication with particular attention to the language of change. It is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring the person's own reasons for change within an atmosphere of acceptance and compassion." (Miller & Rollnick, 2013, p. 29)

The most current version of MI is described in detail in Miller and Rollnick (2013) Motivational Interviewing: Helping people to change (3rd edition). Key qualities include:

MI is a guiding style of communication, that sits between following (good listening) and directing (giving information and advice).

MI is designed to empower people to change by drawing out their own meaning, importance and capacity for change.

MI is based on a respectful and curious way of being with people that facilitates the natural process of change and honors client autonomy.

It is important to note that MI requires the clinician to engage with the client as an equal partner and refrain from unsolicited advice, confronting, instructing, directing, or warning. It is not a way to "get people to change" or a set of techniques to impose on the conversation. MI takes time, practice and requires self-awareness and discipline from the clinician. (Miller & Rollnick, 2009)

While the principles and skills of MI are useful in a wide range of conversations, MI is particularly useful to help people examine their situation and options when any of the following are present:

Ambivalence is high and people are stuck in mixed feelings about change

Confidence is low and people doubt their abilities to change

Desire is low and people are uncertain about whether they want to make a change

Importance is low and the benefits of change and disadvantages of the current situation are unclear.

Core elements of Motivational Interviewing

MI is practiced with an underlying spirit or way of being with people:

Partnership. MI is a collaborative process. The MI practitioner is an expert in helping people change; people are the experts of their own lives.

Evocation. People have within themselves resources and skills needed for change. MI draws out the person's priorities, values, and wisdom to explore reasons for change and support success.

Acceptance. The MI practitioner takes a nonjudgmental stance, seeks to understand the person's perspectives and experiences, expresses empathy, highlights strengths, and respects a person's right to make informed choices about changing or not changing.

Compassion. The MI practitioner actively promotes and prioritizes clients' welfare and wellbeing in a selfless manner.

MI has core skills of OARS, attending to the language of change and the artful exchange of information:

Open questions draw out and explore the person's experiences, perspectives, and ideas. Evocative questions guide the client to reflect on how change may be meaningful or possible. Information is often offered within a structure of open questions (Elicit-Provide-Elicit) that first explores what the person already knows, then seeks permission to offer what the practitioner knows and then explores the person's response.

Affirmation of strengths, efforts, and past successes help to build the person's hope and confidence in their ability to change.

Reflections are based on careful listening and trying to understand what the person is saying, by repeating, rephrasing or offering a deeper guess about what the person is trying to communicate. This is a foundational skill of MI and how we express empathy.

Summarizing ensures shared understanding and reinforces key points made by the client.

Attending to the language of change identifies what is being said against change (sustain talk) and in favor of change (change talk) and, where appropriate, encouraging a movement away from sustain talk toward change talk.

Exchange of information respects that both the clinician and client have expertise. Sharing information is considered a two way street and needs to be responsive to what the client is saying.

MI has four fundamental processes. These processes describe the "flow" of the conversation although we may move back and forth among processes as needed:

Engaging: This is the foundation of MI. The goal is to establish a productive working relationship through careful listening to understand and accurately reflect the person's experience and perspective while affirming strengths and supporting autonomy.

Focusing: In this process an agenda is negotiated that draws on both the client and practitioner expertise to agree on a shared purpose, which gives the clinician permission to move into a directional conversation about change.

Evoking: In this process the clinician gently explores and helps the person to build their own "why" of change through eliciting the client's ideas and motivations. Ambivalence is normalized, explored without judgement and, as a result, may be resolved. This process requires skillful attention to the person's talk about change.

Planning: Planning explores the "how" of change where the MI practitioner supports the person to consolidate commitment to change and develop a plan based on the person's own insights and expertise. This process is optional and may not be required, but if it is the timing and readiness of the client for planning is important.

MI is framed as a method of communication rather than an intervention, sometimes used on its own or combined with other treatment approaches. There are a number of benefits of learning MI amongst other approaches to helping conversations:

MI has been applied across a broad range of settings (e.g. health, corrections, human services, education), populations (e.g. age, ethnicity, religion, sexuality and gender identities), languages, treatment format (e.g. individual, group, telemedicine) and presenting concerns (e.g. health, fitness, nutrition, risky sex, treatment adherence, medication adherence, substance use, mental health, illegal behaviors, gambling, parenting).

MI compares well to other evidence-based approaches in formal research studies.

MI is compatible with the values of many disciplines and evidence-based approaches.

Although the full framework is a complex skill set that require time and practice, the principles of MI have intuitive or "common sense" appeal and core elements of MI can be readily applied in practice as the clinician learns the approach.

MI has observable practice behaviors that allow clinicians to receive clear and objective feedback from a trainer, consultant or supervisor.

Further questions

What are some ways MI could be helpful in your work?

What are some reasons you might want to learn more about MI?

What might be a next step or two? If you are interested in learning more about MI, you might consider reading the next document in the series: Learning Motivational Interviewing or the core text by Miller and Rollnick (2013).

References

Miller, W.R. & T.B. Moyers (2017) Motivational Interviewing and the clinical science of Carl Rogers. Journal of Consulting and Clinical Psychology, 85(8), 757-766

Miller, W.R. & Rollnick, S. (2013) Motivational Interviewing: Helping people to change (3rd Edition). Guilford Press.

Miller & Rollnick (2017) Ten things MI is not Miller, W.R. & Rollnick, S. (2009) Ten things that MI is not. Behavioural and Cognitive Psychotherapy, 37, 129-140.

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Motivational Interviewing (MI) is often recommended as an evidence-based approach to behavior change. However, definitions of MI vary widely, including out of date and inaccurate understandings. This document provides a brief summary of what MI is, what is isn't and where to go next if you are interested in learning more about this approach.

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ASHA Code of Ethics as a Guide, Guard Rail, and Challenge for Future Change.

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ASHA Code of Ethics as a Guide, Guard Rail, and Challenge for Future Change.

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The AHSA Code of Ethics is essential to us as practitioners, to guide our steps in untraced waters, or in the trails of daily life. When practicing under the code of ethics, you can be assured that you are giving the best care to your clients, as well as protecting your self as a clinician. However, there is always room for change and growth, and the code of ethics must be held to a high standard (which is also a part of our responsibility).

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Approaching identification of impairment through narrative is up and coming. Though it is not widely practiced, examining the use of narrative to differentiate between language difference and impairment is an evidence based practice which allows a person to present in a more natural and culturally responsive manner.

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Be aware, care enough to do something different.

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Assessment Culturally  Linguistically Responsive Framework for Assessment Handout

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Learn to Appreciate the Many Aspects of Language that Come Hand in Hand with Culture 

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Learn to Appreciate the Many Aspects of Language that Come Hand in Hand with Culture 

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Research Methodology to Examine Disparities in Communication Disorders in Underrepresented and Vulnerable Populations

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Research Methodology to Examine Disparities in Communication Disorders in Underrepresented and Vulnerable Populations

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Translating/Interpreting has been a need ever since communication was broken into multiple languages. How can we, as SLPs, assist in closing the disparity in underrepresented populations?

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A fascinating new approach to language learning and teaching scenarios in the classroom.

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Remember that adaptations for other languages are not translations. Every test is not necessarily normed to the populations it is adapted to.

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Adaptations in Other Languages -- MacArthur-Bates Communicative Development Inventories

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Co-author of the DELV, Harry N. Seymour, Ph.D. briefly introduces the this test.

Additional video demo and explanation of aspects of the DELV: https://vimeo.com/323856652

The DELV™ — Norm-Reference is a norm-referenced diagnostic test designed to identify speech and language disorders/delays in children age 4.0-9.11 who speak all varieties of English. The DELV addresses four domains: Syntax, Pragmatics, Semantics, and Phonology. Both DELV assessments help educators limit assessment bias for speakers of non-Mainstream varieties of English. There is also a screening test available.

https://www.ventrislearning.com/delv/
To download samples of DELV go to https://www.ventrislearning.com/ventris-learning-login/delv-samples/

Password is “DELVSample123”

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DELV - Diagnostic Evaluation of Language Variation

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Co-author Harry N. Seymour, Ph.D. briefly introduces the DELV.

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1. Craig, H. K., & Washington, J. A. (2005). Malik goes to school : Examining the language skills of african american students from preschool-5th grade. Full text available at SFSU Library https://ebookcentral.proquest.com/lib/sfsu/detail.action?docID=261408

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IDEA: International Dialects of English Archive | free dialect and accent recordings for the performing arts

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Welcome to IDEA. The International Dialects of English Archive was created in 1998 as the internet's first archive of primary-source recordings of English-language dialects and accents as heard around the world. With roughly 1,700 samples from 135 countries and territories, and more than 170 hours of recordings, IDEA is now the largest archive of its kind.

IDEA's recordings are principally in English, are of native speakers, and include both English-language dialects and English spoken in the accents of other languages. (Many include brief demonstrations of the speaker's native language, too.) The archive also includes extensive Special Collections.

Paul Meier is IDEA's founder, director, and principal contributor, personally collecting nearly 20 percent of the archive. He established IDEA to provide actors the real-life models they need for their characters' accents and dialects; many actors use his Accents & Dialects for Stage and Screen in conjunction with IDEA. But IDEA has proved invaluable in many other fields too; for example, it's a favorite tool of international business, helping personnel become familiar with their customers' accents and dialects.

HOW IDEA WORKS

To find an example of an accent or dialect, use the Global Map, or the Dialects and Accents tab on the menu bar. The site is also fully searchable, not just by country, state, and province, but also by characteristics of each speaker, such as ethnicity, age, and occupation; even single phrases from transcriptions and phonetics can be searched online. You may conveniently listen to the streaming audio while reading the accompanying transcription and commentary. All samples have one-line descriptions (gender, age, year of birth, ethnicity, location). Submission of new samples by the editors and other contributors is done entirely online.

At the heart of IDEA are its Senior Editors and the Associate Editors, forming a global network of contributors. They record the subjects, transcribe the recordings, and, in many cases, write scholarly commentaries that often include phonetic and cultural analyses. Many editors are professors at major universities, or are members of The Voice and Speech Trainers Association ( VASTA).

Cameron Meier is IDEA's executive editor and chief sound and copy editor, and also vice president of Paul Meier Dialect Services.

New recordings, their accompanying transcriptions and scholarly commentaries are added frequently (see What's New). Each recording includes both a reading (Comma Gets a Cure, or, on our earliest recordings, The Rainbow Passage) and some unscripted speech - about four minutes in all.

The Global Map quickly reveals which countries/states/provinces have a representative sample, and those that still lack one. As you see, IDEA continues to grow, aspiring to provide a recording from every corner of the world. Please join us in this ambitious project by becoming an associate editor, or contributing your own voice to the archive.

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IDEA: International Dialects of English Archive

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Welcome to IDEA, the internet's best source for primary-source recordings of English-language dialects and accents as heard around the world.

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For language other than standard English

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Tagalog

Turkish

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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Linguicism in real and impacting the daily lives of many around the globe. Learn about what it is, and some of the research done behind it.

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The Significance of Linguistic Profiling | John Baugh | TEDxEmory

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https://www.theinformedslp.com/review/am-i-qualified-let-s-talk-about-moving-from-cultural-competence-to-cultural-humility

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Tell me what is most central to your identity:

Is it your age?
Disability?
Ethnicity?
Gender?
Sex?
Sexual orientation?
National origin?
Language?
Race?
Religion?
Veteran status?
... or something else?

If you had a hard time choosing one you probably, like most people, fit into more than one category. Oftentimes culture operates at a place of intersectionality. One box does not fit all areas of your cultural identity. Culture is the fabric that makes you who you are and is always evolving. But importantly, our assumptions about culture shape our interactions with our clients. These are the invisible biases that can prevent a clinician from being qualified to practice.

Traditionally as a field, we have focused on reaching cultural competence. But competence is just the first step toward a process of lifelong learning about culture. Cultural competence suggests that clinicians can complete a course or class to achieve competence, that learning could mostly end there, and/or that cultures are finite (which mostly just risks stereotyping individuals). This definition is problematic in our ability to serve diverse populations in this profession. A more encompassing term that involves self-reflection/self-critique, learning from others, partnership building, and the lifelong process of learning is " cultural humility."

Tervalon & Murray-Garcia (1998) define cultural humility as a lifelong commitment to self-evaluation and self-critique that addresses the power imbalances in the patient-physician dynamic and focuses on developing mutually beneficial and non-paternalistic clinical and advocacy partnerships within communities. This model applies equally well to the profession of Communication Sciences and Disorders (CSD). We use models of caregiving that are often based on medical models in a variety of settings. The concept of cultural humility differs from the expectation of certified CSD professionals, which is that most will demonstrate cultural competency based on the standards of the American Speech-Language-Hearing Association (ASHA), our professional organization and certifying body. We now know that cultural competence is not a finite skill but should be considered an ongoing process that would be coupled with cultural humility known as " cultural competemility" .

As clinicians aim to achieve cultural humility, we must address the conscious and unconscious beliefs that shape our perspective of a particular culture. No one is part of a monolithic culture. In fact, our clients hold multiple identities that make them who they are. For next steps on this topic, please see the article " Moving forward as a profession in a time of uncertainty," as well as future articles from us and contributors using the hashtag #AmIQualified.
​

We welcome other bloggers, thought leaders, and anyone interested in joining this discussion to use the hashtag #AmIQualified along with us to connect our conversations with one another.

​By: Dr. Kyomi Gregory, PhD, CCC-SLP
With: AC Goldberg, PhD, CCC-SLP & Vivian Tisi, MA, CCC-SLP
​
Special thanks to Vivian for proposing the concept of #AmIQualified. We can ask ourselves this as SLPs who treat a broad range of individuals, as we push toward and through cultural humility.

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#AmIQualified: Let's talk about moving from cultural competence to cultural humility

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Tell me what is most central to your identity: Is it your age?Disability?Ethnicity?Gender?Sex?Sexual orientation?National origin?Language?Race?Religion?Veteran status?... or something else? If you had a hard time choosing one you probably, like most people, fit into more than one category. Oftentimes culture operates at a place of intersectionality .

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Schematic representing Cross, Bazron, Dennis, and Isaacs (1989) Stages of Cultural Competence. Illustrated by Severin Provance.

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Schematic representing Cross, Bazron, Dennis, and Isaacs (1989) Stages of Cultural Competence. Illustrated by Severin Provance.

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Cultural Responsiveness is not a linear continuum, rather, it is mindsets and thought processes, resulting in actions, which move us in and out between the different circles above.

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Ableism is perpetuated in many ways, often unknowingly. Becoming more aware and educated enables our society to move beyond stigmatization. Read a first hand account, you may just be edified by what you come away with.

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As a student, it can be extremely discouraging to pursue a field in which you don't necessarily see yourself being represented or in which you don't feel you belong. For me, personally, this is in relation to having a physical and visible disability-cerebral palsy. My biggest challenge during my first year in undergrad was keeping up with the rest of my peers without defaulting to the constant thought of "well, I'm doing okay, considering my disability."

The fact of the matter is, I am Disabled, and I always will be. There are modifications and adaptations that I'm going to have to make now as a current student and in the future as a speech-language pathologist. I do realize this, but I never wanted to make any excuses for myself if I were to ever feel as though I was falling behind based on limitations that are outside my control. Given my personal experiences, my heart in this field lies within empowering individuals with disabilities and communication deficits across the lifespan. However, I believe that we should all be aware of certain topics and concepts that are relevant to the professions of speech-language pathology, audiology, and everyday life.

Here are some things I wish were touched more upon during my undergraduate experience so far:

Know Our History: The Americans with Disabilities Act

For a field that largely serves individuals with disabilities, I believe it's extremely valuable-if not crucial-to know the origin story of this group. Nothing About Us Without Us is a slogan we use to push and reinforce the importance of including Disabled people in decisions about bills, policies, and laws that will affect them.

The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990. ADA is a civil rights law that is intended to "protect" individuals with disabilities from discrimination in regard to employment, education, transportation, and other services. However, even with this act having been in place for 30 years now, there's still so much to work on. The unfortunate truth is that individuals with disabilities are not always protected from discrimination or given "equal access" opportunities-despite what's stated in the act. Similarly to common attitudes toward the Disabled community, this law is often an afterthought. We can definitely challenge unfair assumptions through educating ourselves and becoming aware of the uses and violations of this law. Accountability is absolutely necessary and can benefit all of us as a whole.

Unpacking Biases: Ableism

According to Merriam-Webster, ableism (noun) is defined as "discrimination or prejudice against individuals with disabilities." Although this may seem like a pretty straightforward and simple definition, there are many layers to uncover here.

In our society, much implicit bias exists around the term disability: It's perceived as "less than" or the "abnormal" way of living. This then contributes to the common belief that disability needs to be overcome, rather than recognized, accepted, and respected-especially in regard to laws, regulations, accommodations, and societal rights.

Ableism is also deeply embedded in everyday language. Terms such as insane, psycho, spaz, crippled, and handicapped are harmful to Disabled people. It's my hope that, someday, we can remove such toxic terminology from our common societal vocabulary. For now, however, we can all take steps toward unlearning this and doing the work to incorporate appropriate alternatives-and educating others to do the same. Respectful substitutes could include upset, uninformed, confusing, and disabled. If you ever wonder how or why certain terms are ableist and destructive, there are many helpful resources on the internet. Disabled or not, we should all check ourselves and consistently seek opportunities to increase inclusivity.

The objectification of disability is prevalent as well-especially through mainstream media. I've seen countless social media posts and news stories in which individuals with disabilities are used for the benefit of those who are nondisabled. Posts of this sort could include images of a Disabled person with an ableist caption (e.g., "What's your excuse?"; "Don't tell me you can't!"; or "The only disability in life is a bad attitude.") Although these posts may be well-intended, they actually perpetuate the idea that Disabled people need to be constantly "exceeding society's expectations" in order to be seen as worthy in some way. There's an urgent need for a shift of perspective-having a disability continues to be viewed as a "worst-case scenario," and Disabled people continue to be seen as constantly needing assistance from others.

Models of Disability

Although there are several models of disability (e.g., social, medical, individual, human, social justice), the two most frequently discussed models are medical and social. The medical model supports the harmful narrative that disability is the "worst-case scenario" and therefore needs to be fixed. Rather than holding others or society accountable, this model inherently shifts all of the blame on the individual. The ideas of egalitarianism and justice are greatly lacking in this specific way of thinking, as it's viewed as unnecessary. In regard to language, terms such as wheelchair bound and suffering from likely originate from the mindset of the medical model, as well.

Those who adhere to the social model believe that the problem lies in society's inaccessibility-not in the disability itself. This inaccessibility means barriers in relation to employment, education, transportation, and accommodations. The social model also emphasizes the idea that we must change these attitudes in order to give individuals with disabilities equal opportunity. As Disabled people, we're not mere "objects" who need to be "fixed" or "changed"; rather, we're individuals who are merely trying to navigate a world purposely not set up for our success and functionality.

When working with clients or interacting with students, I hope that the common goal amongst many within the field surrounds ideologies related to challenging societal barriers that are placed against Disabled people. Rather than striving to "fix" or "change" the disability itself, I believe there should be efforts made to recognize and dismantle these existing barriers. Society needs to put in the work to adapt and increase accommodations for-rather than placing the responsibility and burden solely on-individuals with disabilities.

Resources and Recommendations

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Recognizing Disability within Audiology and Speech-Language Pathology - NSSLHA Blog

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As a student, it can be extremely discouraging to pursue a field in which you don't necessarily see yourself being represented or in which you don't feel you belong. For me, personally, this is in relation to having a physical and visible disability-cerebral palsy.

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Want to Understand Deeper Things of Gender and Equality?

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Want to Understand Deeper Things of Gender and Equality?

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Take a walk in someone else's life, if you dare. Try and see things a different way; the results might surprise you.

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EBP in Reference to the Needs of BIPOC Communities

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EBP in Reference to the Needs of BIPOC Communities

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EBP is an essential pillar of best practices, but it may not be best serving every person you work with. As each person is different and unique, so EBP must be able to individually address the needs of individuals. This will require a shift of mindset in some cases.

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Writing Ableist Goals - From SpeechIRL.com

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Writing Ableist Goals - From SpeechIRL.com

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We often do not recognize the need for a change in the "tried and true" methods handed down to us, however, closer examination may prove a need to dive deeper.

Here is the Link to the Original Article from SpeechIRL.com
https://www.speechirl.com/how-to-avoid-writing-ableist-goals-in-speech-therapy

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How to Avoid Writing Ableist Goals in Speech Therapy

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Disproportionality: Views and Expert Opinions

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Disproportionality: Views and Expert Opinions

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This document gives insight to the origination of our current approach to disproportionality in the school systems. It is important to know where we have been, as we consider where we want to be.

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U S Commission on civil rights 2009 Minorities