Enhancing Culturally and Linguistically Responsive Features of Individualized Education Programs (IEPs) for Speech-Language Pathologists (SLPs)

2021 ◽  
Vol 42 (02) ◽  
pp. 147-161
Author(s):  
Le M. Tran ◽  
Janet Lober ◽  
James R. Patton
Keyword(s):  
Linguistically Diverse ◽  
Language Impairments ◽  
Culturally And Linguistically Diverse ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Speech Language Pathologists ◽  
Disabilities Education Act ◽  
Education Act ◽  
Individual Education ◽  
Culture And Language

AbstractIndividual education programs (IEPs) are the foundation for guiding speech-language pathologists (SLPs) to develop appropriate interventions for culturally and linguistically diverse (CLD) students who qualify for speech-language services under the Individuals with Disabilities Education Act. There is a growing number of CLD students with speech-language impairments who need special attention given to their culture and language. This article highlights key culturally and linguistically responsive features to aid SLPs in developing meaningful IEPs for this diverse group of students.

Preparing Educators for Developing Culturally and Linguistically Responsive IEPs

2018 ◽  
Vol 41 (3) ◽  
pp. 229-242 ◽  
Author(s):  
Le M. Tran ◽  
James R. Patton ◽  
Margene Brohammer
Keyword(s):  
Individualized Education Program ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Culturally And Linguistically Diverse ◽  
Related Services ◽  
Disabilities Education Act ◽  
Key Issues ◽  
Education Act ◽  
Students With A Disability ◽  
Appropriate Education

An Individualized Education Program (IEP) is the cornerstone for documenting the appropriate education being provided to students who qualify for special education and related services under the Individuals With Disabilities Education Act. A growing group of students with a disability are students who are culturally and linguistically diverse and addressing the particular needs of this group is essential. This research to practice article examines key issues related to how teachers are prepared to develop culturally and linguistically responsive (CLR) IEPs. Reviews of recent research and literature indicate the need for increased attention in the development of CLR IEPs for diverse learners, with specific implications for contemporary educator preparation.

SLP Service Delivery Decisions: How Are They Made?

2020 ◽  
pp. 152574012095118
Author(s):  
Jayne Brandel
Keyword(s):  
Professional Development ◽  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
Language Disorders ◽  
Individualized Education Programs ◽  
Interprofessional Practice ◽  
Education Programs ◽  
Disabilities Education Act ◽  
Education Act

The Individuals with Disabilities Education Act (IDEA) requires Individualized Education Programs (IEPs) be developed utilizing a team-based model. This study examined how speech-language pathologists (SLPs) make service delivery decisions for students with language disorders. Four hundred thirty-nine SLPs participated in a national online survey regarding how they determined the place and intensity of services for students with language disorders. SLPs most often made service delivery decisions after receiving input from the team, but slightly more than one third made decisions independently. The school teaming model and SLP experiences during graduate school affected how SLPs made service delivery decisions. The results indicate that service delivery decisions in the schools are made primarily by the SLP with varying levels of input from others on the student’s IEP team. The need for changes in practice as well as preprofessional training and professional development to prepare practitioners for interprofessional practice is discussed.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Challenges in Service Provision to Children and Families from Linguistically Diverse Backgrounds

2021 ◽  
Vol 42 (05) ◽  
pp. 395-418
Author(s):  
Keisey Fumero ◽  
Michelle Torres-Chavarro ◽  
Carla Wood
Keyword(s):  
Service Provision ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Children And Families ◽  
Cultural Impact ◽  
Speech Language Pathologists ◽  
Diverse Backgrounds ◽  
Common Practices

AbstractThe purpose of this study was to examine and describe experiences and perceptions of speech-language pathologists (SLPs) serving children and families from culturally and linguistically diverse populations. Twenty SLPs were interviewed using an online audio platform regarding common practices, resources and supports, challenges, and communication. Participants' responses to the semi-structured questions were transcribed and analyzed to identify themes in experiences. Results suggested six overall themes including: considerations for assessment; cultural impact; linguistic access and barriers; professional preparedness; impact of COVID-19; and helpful tips and resources. The discussion includes recommendations and resources to address obstacles.

Parents as Partners in the Special Education Process

2016 ◽  
pp. 263-276
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)

2019 ◽  
pp. 109-112
Author(s):  
Shawn S. Sidhu
Keyword(s):  
Public Education ◽  
Spina Bifida ◽  
Board Of Education ◽  
Individual Education Plans ◽  
Individuals With Disabilities ◽  
Handicapped Children ◽  
Independent School District ◽  
Disabilities Education Act ◽  
Education Act ◽  
Individual Education

Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to school children with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

An Evaluation of Transition Components of Individualized Education Programs

1997 ◽  
Vol 63 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Meg Grigal ◽  
David W. Test ◽  
John Beattie ◽  
Wendy M. Wood
Keyword(s):  
Mental Retardation ◽  
High School Students ◽  
Best Practices ◽  
Essential Elements ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
Education Programs ◽  
Individualized Education ◽  
School Students ◽  
Education Act

This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

2020 ◽  
pp. 152574012091520
Author(s):  
Sabiha Parveen ◽  
Siva priya Santhanam
Keyword(s):  
United States ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
The United States ◽  
Perceived Competence ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
English Speaking

A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.

Development of a Free Online Interactive Naming Therapy for Bilingual Aphasia

2020 ◽  
Vol 29 (1) ◽  
pp. 20-29
Author(s):  
Chaleece Sandberg ◽  
Teresa Gray ◽  
Swathi Kiran
Keyword(s):  
Treatment Protocol ◽  
Linguistically Diverse ◽  
Amazon Mechanical Turk ◽  
Culturally And Linguistically Diverse ◽  
Evidence Based ◽  
Semantic Features ◽  
Speech Language Pathologists ◽  
Link Type ◽  
Bilingual Aphasia ◽  
Under Construction

Purpose The purpose of this ongoing project was to provide speech-language pathologists who serve culturally and linguistically diverse populations with a freely available online tool for naming therapy in a variety of languages. The purpose of this clinical focus article was to report on this resource in an effort to make known its existence, its instructions for use, and the evidence-based practices from which it was developed. Method The website, http://bilingualnamingtherapy.psu.edu/ , was created by the research team in collaboration with a web programmer using Amazon Web Services. The treatment protocol for the website was adapted from an evidence-based naming intervention in which clients select and verify appropriate semantic features for the target words. This protocol comes from the work of Kiran and colleagues ( Edmonds & Kiran, 2006 ; Kiran & Iakupova, 2011 ; Kiran & Lo, 2013 ; Kiran & Roberts, 2010 ; Kiran, Sandberg, Gray, Ascenso, & Kester, 2013 ; Krishnan, Tiwari, Kiran, & Chengappa, 2014 ), who showed positive benefits of this therapy within and across languages in bilingual persons with aphasia. The stimuli for the online therapy were developed in a variety of languages. First, words and semantic features were translated from English to 10 different languages. Next, surveys were created using Qualtrics software and posted on Amazon Mechanical Turk to verify picture labels and semantic features for each word in each language. The results of these surveys guided the stimuli used for each language on the website. An interactive website was developed to allow clinicians to select a set of words and progress through a series of steps. A step-by-step tutorial on how to use this website is also included in this article. Conclusions The interactive online naming therapy described in this article is currently available in English and Spanish, with Chinese under construction. Several more languages are in various stages of preparation for use on the website, and suggestions for additional languages are being actively sought. http://bilingualnamingtherapy.psu.edu/ promises to be a useful tool for speech-language pathologists who work with culturally and linguistically diverse clients. This website provides naming therapy materials, adapted from an evidence-based protocol, in a variety of languages, that have been developed based on feedback from speakers of each language to maximize cultural and linguistic appropriateness.

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