Native American Speech-Language Pathology Assistants: Expanding Culturally Responsive Services in Reservation Schools

Autor/in	Meeks, Jeffrey C.
Titel	Native American Speech-Language Pathology Assistants: Expanding Culturally Responsive Services in Reservation Schools
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 2, S.395-408 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meeks, Jeffrey C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	American Indians; Speech Language Pathology; Allied Health Personnel; American Indian Students; Cultural Relevance; College Students; Career Development; Reservation American Indians; Access to Education; Cultural Awareness; Disproportionate Representation; Child Welfare; Federal Legislation; Role; Student Recruitment + Suchen Sie Ihr Suchwort? American Indian; Indianer; Collegestudent; Berufsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Cultural identity; Kulturelle Identität; Kindeswohl; Bundesrecht; Rollen
Abstract	Purpose: Native Americans are one of the least represented races within the profession of speech-language pathology. As a result, Native American school children are among the least likely to receive speech and language services from a provider who shares their same culture and heritage. The purpose of this tutorial is to describe how expanding opportunities for Native American college students to enter the field of speech-language pathology as speech-language pathology assistants (SLPAs) offers a solution for improving culturally responsive services in reservation schools. Method: The article reviews research describing factors impacting the current disparity of Native Americans within the field of speech-language pathology. Additionally, we explore increasing opportunities for Native American college students to obtain education and licensing as SLPAs while maintaining ties to their community, tribal land, and local school system. The author then suggests steps speech-language pathologists in reservation schools can take to expand their culturally responsive services by participating in the development of, and collaboration with, Native American SLPAs. Conclusions: There is a need for increased culturally responsive speech and language services for Native American students in reservation schools. It is the obligation of speech-language pathologists serving this population to explore solutions for improving culturally responsive services, which includes investing in a new generation of Native American SLPAs. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01