scholarly journals Assessing Health Provider Perspectives Regarding Barriers American Indian/Alaska Native Transgender and Two-Spirit Youth Face Accessing Healthcare

2020 ◽  
Vol 7 (4) ◽  
pp. 630-642
Author(s):  
Alessandra Angelino ◽  
Teresa Evans-Campbell ◽  
Bonnie Duran
2010 ◽  
Vol 1 (S) ◽  
pp. 53-67 ◽  
Author(s):  
Keren Lehavot ◽  
Karina L. Walters ◽  
Jane M. Simoni

2016 ◽  
Vol 20 (3-4) ◽  
pp. 352-371 ◽  
Author(s):  
Jessica H. L. Elm ◽  
Jordan P. Lewis ◽  
Karina L. Walters ◽  
Jen M. Self

2014 ◽  
Vol 25 (4) ◽  
pp. 1667-1678 ◽  
Author(s):  
Michelle D. Johnson-Jennings ◽  
Annie Belcourt ◽  
Matthew Town ◽  
Melissa L. Walls ◽  
Karina L. Walters

Author(s):  
Alessandra C. Angelino ◽  
Shaquita Bell ◽  
Alison Roxby ◽  
Morgan Thomas ◽  
Jessica Leston ◽  
...  

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.


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