Diagnostic Humility: Admitting We Don't Know It All

This course delves into the concept of diagnostic humility in the day-to-day practice of speech-language pathology. Designed for seasoned clinicians who feel like they have “seen it all”, this course will explore the nuances between humility, confidence, and expertise in diagnostic and assessment processes. Additionally, there will be a focus on how the relationships with our patients and their families can be affected by the ways we approach diagnostics through a combination of theoretical discussion, case examples, and self-reflection.

Examining Culturally-Sustaining SLP Practices

A mere 8% of practicing SLPs indicated that they identify as a person of color, and this number has remained consistent over many years. Additionally, only 8% of practicing SLPs self-identified as multilingual providers having the necessary qualifications to provide services in languages other than English. According to the 2022 United States (U.S.) Census data, approximately 43% of the general U.S. population identifies as being from a culturally diverse racial group and over 20% of children speak another language other than English at home. The result of these demographic phenomena is that there are often profound communication breakdowns, cultural disconnects, and numerous healthcare disparities in the referral and assessment process. This course will discuss the lack of diversity in the field, healthcare disparities, overarching themes from qualitative data, and actionable steps to increase equity in the field.

Gender Inclusive Language with Children: What, Why, and How

In this introductory course, participants will operationalize a definition of gender inclusive language and the incredible need for practitioners to adopt and teach gender inclusive language with children. Using age-relevant strategies and pedagogy rooted in LGBTQ inclusive research, participants will learn key strategies (that are also fun!) for encouraging gender inclusive language with children to create safer spaces for our youth.

Let's Talk About Illiteracy

Literacy is a social justice issue! One of the obstacles that prevents children from being proficient readers and spellers is access to knowledge. Even though we know how the brain learns to read, we still have shocking levels of illiteracy in Canada and the US. Throughout the past five decades, the science of reading has provided ample evidence that structured literacy is the approach that should be used to support all learners. Yet many educators and caregivers are still using a balanced literacy approach. In this workshop, we will answer 3 important questions. How does the brain learn to read? Why should we ditch the 3-cueing system and levelled readers? What skills should we explicitly teach our students? Participants will learn about six critical components that support children on their journey to becoming proficient readers and spellers.

Equity & AAC: Reimagining education, literacy, and linguistic justice in practice

Research has shown that access to AAC-based intervention and instruction in preschool and early elementary school is crucial when supporting children’s participation in school, communication, social development, and overall outcomes throughout their lives (Drager et al., 2010). However, there is significant inequity and many barriers in the provision of AAC services. As a result, many children experience a delay in receiving formalized AAC services and systems, which may impact their overall language development and educational outcomes, including literacy instruction. In this session, we will discuss utilizing multi-tiered systems of support (MTSS) and the descriptive teaching model to support AAC users with accessing and participating in comprehensive educational and literacy instruction and experiences. Additionally, we will review a case study to illustrate the power of MTSS and descriptive teaching in the quest to reimagine education, literacy, and linguistic justice in practice. Lastly, this course will provide some considerations and resources for implementation of MTSS and descriptive teaching with AAC users.

Spilling the Intersectionali-Tea: Holistic and Affirming Voice and Communication

This course, led by a Punjabi-American, trans non-binary, queer and neurodivergent voice professional, Interweaves lived experience expertise and allied health-driven evidence based practices in its exploration of what it means to be both holistic and affirming in our provision of voice and communication services as SLPs. Individuals who are People of the Global Majority (Black or Brown of varied ethnocultural and linguistic backgrounds), neurodivergent, disabled, LGBTQIA+ and particularly of Trans communities, deserve and benefit from client-centered, functional and trauma-informed lenses. While many continuing education opportunities discuss theoretical backgrounds and overviews for more equitable service provision, this course expects attendees to have an introductory understanding of antiracism, gender diversity and inclusivity, and disability justice education. This course discusses a framework to guide the clinician in making holistic and affirming choices throughout the episode of voice and communication care. While this course could not possibly cover all vulnerable population examples, it strives to offer an accessible approach to authentically centering client’s needs given possible intersectional considerations.

Intersections of Neurodiversity, Child Development, and Learning Theory

Autism has a prevalence of 1 in 44, with an estimated similar prevalence across racial and ethnic groups (Maenner et al., 2021). Unfortunately, effective evidence-based practice for all autistic students remains elusive (Steinbrenner et al., 2022; West et al., 2016). One factor in this knowledge gap is insufficient evidence of how to integrate longstanding theories of child development (e.g., constructivism, behaviorism, social learning) used to train practitioners (and which practitioners apply) with neurodiversity. Meeting the needs of neurodivergent students is urgent and requires critical implementation of neurodiversity with evidence-based practice. In this session, key theories typically used to approach child development in educational contexts will be reviewed and connected to neurodiversity, focusing on intersectional identities (e.g., Black, autistic). These theories will be applied to real-world examples with emphasis placed on practitioners building personal capacity and having the flexibility to navigate between multiple evidence-based practices in context to meet the needs of neurodivergent students. Discussion from this session will include how to chart pathways forward for neurodiversity as a crucial component of training and practice for practitioners. In addition, attendees will reach a fuller understanding of how to navigate through the nuances of neurodiversity in order to best meet the needs of children, students, and clients. The information presented from this session, and resulting discussion, have implications for advocacy. This session directly aligns to increasing diversity, equity, and inclusion within the discipline and the Association (an ASHA strategic objective), as well as to making human communication, a human right, accessible to all.

Equity Series LIVE Town Hall- Get Involved!

In this engaging panel discussion, we bring together experts in the areas of speech and language sciences, education, neurodiversity-affirming care, literacy, AAC and diagnostics to spark meaningful dialogue, share best practices, and cultivate a deeper understanding of how to create equitable environments in various settings. Whether you're an educator shaping young minds, a clinician supporting individuals' communication needs, a parent navigating systems for your child, or an administrator driving systemic change, your perspective and expertise are invaluable to this conversation. Throughout this course, our esteemed panelists will shed light on research and practices that lead to inequities in our fields.  They will also provide strategies to dismantle barriers and necessary tools to advocate for inclusive spaces and enhanced communication practices.