Treatment Outcomes for Culturally and Linguistically Diverse Early Intervention Populations

2009 ◽  
Vol 16 (3) ◽  
pp. 69-78 ◽  
Author(s):  
Jaumeiko J. Coleman
Keyword(s):  
Early Intervention ◽  
Treatment Outcomes ◽  
Linguistically Diverse ◽  
Communication Disorders ◽  
Culturally And Linguistically Diverse ◽  
Federal State ◽  
Culturally Competent ◽  
Number Of Children ◽  
Education Act ◽  
State And Local

Abstract Research indicates that close to half of infants, toddlers and preschool children enrolled in early intervention programs funded by the Individuals with Disabilities Education Act have a communication disorder. In addition, a substantial number of children, particularly in the infant and toddler population, are from culturally and linguistically diverse backgrounds. Audiologists and speech-language pathologists are charged with providing culturally-competent, evidence-based services to all clients. Given the federal, state, and local demand for accountability in practices, clinicians need guidance on treatment outcomes pertaining to the culturally and linguistically diverse early intervention populations with communication disorders.

The Impact of Culture on Parental Perceptions about Autism Spectrum Disorders: Striving for Culturally Competent Practices

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Brenda L. Barrio ◽  
Yun-Ju Hsiao ◽  
Nydia Prishker ◽  
Callie Terry
Keyword(s):  
Linguistically Diverse ◽  
The United States ◽  
Autism Spectrum ◽  
Culturally And Linguistically Diverse ◽  
Culturally Competent ◽  
Number Of Children ◽  
Wide Range ◽  
Diverse Backgrounds ◽  
Parental Perspectives ◽  
The Impact

AbstractDespite the increasing number of children from culturally and linguistically diverse (CLD) backgrounds in the United States, limited research exists synthesizing what is known about the prevalence and diagnosis of autism spectrum disorder (ASD) in these communities. Children from culturally and linguistically diverse backgrounds are disproportionately diagnosed with ASD and, there is a need for practitioners and educators to be culturally competent at addressing challenges and practices related to ASD for children and youth. The purpose of this paper is to review the literature related to parental perspectives on ASD, in children from a wide range of culturally diverse backgrounds to provide information and resources to practitioners about the importance to strive for cultural competence in practice-related work.

scholarly journals DEPRIVATION: AN IMPEDIMENT TO THE PROGRESS OF SCHOOL CHILDREN IN NIGERIA

2012 ◽  
Vol 13 (2) ◽  
pp. 13-25
Author(s):  
Ya'u Haruna Musa
Keyword(s):  
Material Deprivation ◽  
Government Support ◽  
Federal State ◽  
Housing Conditions ◽  
Qualified Teachers ◽  
Number Of Children ◽  
Education Material ◽  
Emotional Deprivation ◽  
State And Local ◽  
School Progress

Many Nigerians hare attributed the falling standard of education in tins country to inadequate Government support of the educational sector as well as the insufficient number of trained and qualified teachers. This author is, however, of the opinion that the falling standard of education in Nigeria is, primarily, as a result of deprivation. Deprivation, by the consensus among scholars, is the lack of what is essential for adequate development or a failure to satisfy basic needs. There are a number of children whose educational progress has been impeded by environmental handicaps, such a s poverty, poor housing conditions, inadequate parental care, linguistic and emotional deprivation, lack of parental interest in their education, material deprivation and absence of a father-figure, and a background offering little stimulation, among others. Furthermore, there is no doubt that those children would have recorded improved school progress if there had been an improvement in the condition in which they live. It is strongly recommended that governments (Federal, State and Local) should do everything possible to alleviate the suffering of the Nigerian populace and raise their levels of awareness about the importance of education so that children could get their desired education.

Respecting Federal, State, and Local Approaches to IDEA and Service Delivery Models

2019 ◽  
pp. 44-82
Keyword(s):  
Special Education ◽  
General Education ◽  
Federal Government ◽  
Federal State ◽  
Disabilities Education Act ◽  
Education Act ◽  
State And Local ◽  
State Educational ◽  
The Cost ◽  
Delivery Models

This chapter focuses on the Individuals with Disabilities Education Act, which states that students with exceptionalities will be afforded an education without cost to themselves or their family. Since funding for special education programs are typically double the cost of a general education program, the chapter discusses the historical and current practices that state educational agencies have had to devise in order to pay for the services because the federal government has not followed through with its promise of providing 40% of the total costs to educate these children. The chapter concludes with a discussion about the future trends for special education funding.

Speech and Language Services in South Korea for Individuals with Neurogenic Communication Disorders

2014 ◽  
Vol 4 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Jee Eun Sung ◽  
Hyanghee Kim
Keyword(s):  
South Korea ◽  
Linguistically Diverse ◽  
Communication Disorders ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Elderly Adults ◽  
Service Delivery System ◽  
Speech And Language ◽  
International Collaborations ◽  
Language Pathology

There is a growing need for speech and language pathology services in South Korea, especially for persons with neurogenic communication disorders, given that the population of elderly adults increases rapidly. This article provides information on (a) prevalence and incidence of neurogenic communication disorders, (b) speech and language service delivery system, and (c) demographics of speech-language pathologists (SLPs) and obtaining competency in neurogenic communication disorders in South Korea. The importance of international collaborations is discussed to better understand culturally and linguistically diverse populations with neurogenic communication disorders.

Working with families from culturally and linguistically diverse communities in Queensland: An Australian exploratory study

2007 ◽  
Vol 32 (4) ◽  
pp. 17-24 ◽  
Author(s):  
Jatinder Kaur
Keyword(s):  
Child Protection ◽  
Linguistically Diverse ◽  
Cross Cultural ◽  
Protection System ◽  
Culturally And Linguistically Diverse ◽  
Culturally Competent ◽  
Cultural Issues ◽  
Specific Knowledge ◽  
Entry Level ◽  
Level Of Knowledge

In Australia there is limited research and information regarding how Culturally and Linguistically Diverse (CALD) families are assessed within the child protection system. This paper explores assessment issues faced by child protection investigation officers when working with CALD families in the Queensland child protection system. The research examined the level of knowledge, training and experiences of child protection officers and whether they were ‘culturally competent’. The study found that entry level officers did not receive adequate training and resources, and lacked CALD-specific knowledge on how to deal with cross cultural issues when working with CALD families. Respondents indicated that interpreters‘ services were effective during investigation and assessment of CALD families. The findings of this study highlight key concerns in the provision of child protection assessments, practice, policy and service delivery when working with CALD families.

Increasing Regulatory Flexibility of Special Education Programs: Problems and Promising Strategies

1998 ◽  
Vol 64 (3) ◽  
pp. 371-384 ◽  
Author(s):  
Margaret J. McLaughlin ◽  
Deborah A. Verstegen
Keyword(s):  
Inclusive Education ◽  
Federal State ◽  
Program Administrators ◽  
Organizational Barriers ◽  
Use Of Resources ◽  
National Organizations ◽  
Local Program ◽  
Education Act ◽  
State And Local ◽  
Regulatory Flexibility

This study investigated the perceptions of federal, state, and local program administrators related to increasing regulatory flexibility. Open-ended interviews were conducted with 58 individuals representing 8 states, 11 local school districts, the U.S. Department of Education, and selected national organizations. Individuals were asked to respond to a number of questions regarding how their state or local district is attempting to increase flexibility in implementing the Indiviual with Disabilities Education Act (IDEA), Title I of the Improving America's Schools Act (IASA), and bilingual education and to identify barriers to increasing the consolidation of resources across these programs. Strategies for consolidating programs and services were also identified. Interviewees generally perceived a number of benefits in consolidation, including more efficient use of resources, enhanced collaboration, and more inclusive education. They also identified a number of policy and organizational barriers including fear of audits, lack of leadership, and lack of personnel training or support. Challenges included the dilution of services, lack of targeting, and loss of special protections to special populations.

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