Cultural competence and cultural responsiveness in schools

Transition planning must consider all aspects of the student’s postsecondary goals. Although the makeup of personnel in educational settings are predominantly White, the number of students from culturally, ethnically, and linguistically diverse (CELD) backgrounds continues to grow. This article promotes personal reflection on cultural competence, suggests how to incorporate cultural responsiveness into transition planning, and recommends how special educators can develop strong, compliant transition goals for students from CELD backgrounds.

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Cultural Responsiveness Curriculum for Behavior Analysts: A Meaningful Step toward Social Justice

10.31234/osf.io/7t8p9 ◽

2021 ◽

Author(s):

Sneha Kohli Mathur ◽

Kristine Rodriguez

Keyword(s):

Autism Spectrum Disorder ◽

Social Justice ◽

Cultural Competence ◽

Behavior Analysis ◽

Applied Behavior Analysis ◽

Autism Spectrum ◽

Cultural Responsiveness ◽

Spectrum Disorder ◽

Systemic Racism ◽

Behavior Analysts

Clients of applied behavior analysis (ABA), specifically Black, Indigenous, and People of Color (BIPOC) receiving treatment for Autism Spectrum Disorder (ASD), regularly experience the effects of systemic racism via biases in the healthcare system. Applied behavior analysis (ABA) as a science offers the necessary tools to support immediate, concrete actions to bring about social justice. This paper offers a brief conceptual framework of critical race theory (CRT); cultural competence, responsiveness, and humility; and social justice concepts. Applications to healthcare, including systemic racism and implicit bias, are offered along with points of personal reflection. These conceptual frameworks are synthesized in support of a cultural responsiveness curriculum, rooted in the tenets of CRT and cultural competence trainings in neighboring disciplines, that the authors offer as an immediate, actionable step that Board Certified Behavior Analysts (BCBAs) can take today to broaden their perspective and proficiency. The prospective benefits of this work include effecting change in the access to and outcomes of behavior analytic services, particularly for the treatment of Autism Spectrum Disorder (ASD) in marginalized communities.

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Moving Beyond the Buzzword: A Framework for Teaching Culturally Responsive Approaches to Evaluation

Canadian Journal of Program Evaluation ◽

10.3138/10.3138/cjpe.31132 ◽

2017 ◽

Vol 32 (2) ◽

Cited By ~ 3

Author(s):

Ayesha S. Boyce ◽

Jill Anne Chouinard

Keyword(s):

Cultural Competence ◽

Nous Avons ◽

Present Article ◽

Culturally Responsive ◽

Cultural Responsiveness ◽

Conceptual Level ◽

Evaluation Practice ◽

Social Inquiry ◽

Framework For Teaching ◽

Multiple Domains

The terms cultural responsiveness and cultural competence have become ubiquitous in many fields of social inquiry, including in evaluation. The discourse surrounding these issues in evaluation has also increased markedly in recent years, and the terms can now be found in many RFPs and government-based evaluation descriptions. We have found that novice evaluators are able to engage culturally re-sponsive approaches to evaluation at the conceptual level, but are unable to translate theoretical constructs into practice. In this article we share a framework for teaching culturally responsive approaches to evaluation. The framework includes two do-mains: conceptual and methodological, each with two interconnected dimensions. The dimensions of the conceptual domain include locating self and social inquiry as a cultural product. The dimensions of the methodological domain include formal and informal applications in evaluation practice. Each of the dimensions are linked to multiple domains within the Competencies for Canadian Evaluation practice. We discuss each and provide suggestions for activities that align with each of the dimensions.Les termes sensibilité culturelle et compétence culturelle sont mainten-ant omniprésents dans de nombreux domaines d’enquête sociale, notamment en évaluation. Le discours entourant ces questions en évaluation s’est aussi intensifié de façon marquée au cours des dernières années et ces termes sont maintenant présents dans de nombreuses demandes de proposition et descriptions d’évaluation émanant d’organismes gouvernementaux. Nous avons trouvé que les évaluateurs débutants sont en mesure de concevoir des approches d’évaluation culturellement adaptées, mais sont incapables de transférer ces notions théoriques à la pratique. Dans le présent article, nous décrivons un cadre pour l’enseignement d’approches évaluatives qui soient culturellement sensibles. Le cadre inclut deux sphères – conceptuelle et méthodologique – chacune ayant deux dimensions interconnectées. Les dimensions de la sphère conceptuelle implique de positionner l’évaluateur et le processus de recherche comme un produit culturel. Les dimensions de la sphère mé-thodologique comprennent des applications formelles et informelles pour la pratique

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Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds16.1.11 ◽

2009 ◽

Vol 16 (1) ◽

pp. 11-19 ◽

Cited By ~ 1

Author(s):

Ashley M. Frazier

Keyword(s):

Sexual Orientation ◽

Cultural Competence ◽

Service Delivery ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Issues ◽

Willingness To Disclose ◽

Bisexual And Transgender ◽

Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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