Providing Bilingual Spanish Augmentative Alternative Communication Services

WEBINAR / COURSE DETAILS

Augmentative Alternative Communication (AAC) systems are tools non-speaking individuals may use to communicate with others. Millions of children in the United States are emergent bilinguals who benefit from AAC technologies to support their language development and participation across social and academic contexts (King, Ward, Soto & Barrett, 2022). According to ASHA’s 2021 Demographic Profile of ASHA Members Providing Multilingual Services, there are 10,807 Spanish-speaking self-identified SLPs. Therefore, we can conclude a monolingual therapist would, most likely, be providing bilingual AAC services given the clear disparity between bilingual SLPs and bilingual AAC users. How can monolingual SLPs support Spanish/English bilingual language learner AAC users without knowing the language? Monolingual SLPs can create a climate where different language practices are included and legitimized, where clients and their families feel proud of their native language, and where their bilingualism can be used to support language development (SFSU Culturally Responsive AAC, 2021). This seminar identifies culturally responsive AAC practices, including current issues, myths, and concerns in providing Spanish bilingual AAC intervention; Latino cultural perspectives; evidence-based AAC intervention tools for Spanish bilingual emergent communicators; and defines SLP's role in supporting language growth.

Providing Bilingual Spanish Augmentative Alternative Communication Services

OFFERINGS

PRESENTER(S)

Alma Partida

M.S., CCC-SLP

Alma M. Partida is a bicultural/bilingual Spanish Speech-Language Pathologist. Partida received her Master’s of Arts degree from San Jose State specializing in AAC through the Project AACes grant. She is a school-based SLP and AAC consultant for preschool to elementary aged students for 5+ years. She is also a community partner and lecturer for CSUMB: Speech-Language Pathology graduate program. Partida has presented at CSHA, ASHA, SLP Summit, and various other organizations through her work as co-creator of Diverse AAC. Partida manages the Instagram account @AACForYouandMe and @DiverseAAC.

Maria De Leon

M.S., CCC-SLP

Maria De Leon is a bicultural/bilingual Speech-Language Pathologist specializing in Augmentative Alternative Communication (AAC). She received her Bachelor’s degree in Sociology at the University of California Los Angeles (UCLA) and her Master’s degree in Speech-Language Pathology at San Francisco State University with a specialization in culturally responsive AAC practices. De Leon currently works at ATEC Goodwill of Orange County as an SLP specializing in AAC evaluations, trials, and training for various facilities and entities, including training for families, teachers, SLPs, and support staff to the greater Southern California area. She has 10+ years in the special education sector as a special education assistant, early interventionist, and response to intervention (RTI) teacher. De Leon manages the Instagram account, @code.switch.slp.

Melissa Tapia

M.S., CCC-SLP

Melissa Tapia is a bicultural/bilingual Spanish certified speech-language pathologist in the state of Illinois. She has 5+ years of experience working as a school-based and early intervention SLP specializing in AAC, bilingualism, and speech sound disorders. Tapia is also the owner and founder of Hablame Speech Therapy providing in-home individualized patient speech-language services. She believes involving families/caregivers to become knowledgeable about how to best support their children is essential for the success of her clients. Tapia manages the instagram account, @hablame_de _language.

Eunsey Lee

M.S., CCC-SLP

Eunsey (Sarah) Lee is a Speech-Language Pathologist and AAC specialist currently holding her CA and OR state license, LSH credentials, and ASHA membership. She has a Master’s of Science in Speech-Language Pathology from Western Kentucky University and a Master’s of Science in Neuroscience and Education from Teacher’s College, Columbia University with a focus on AAC and Autism. She has 14+ years of school-based and early intervention experience with students with significant disabilities. Lee believes in evidence-based, innovative intervention strategies and synthesizing literature to practice. Lee manages the instagram account, @aac_together.

Disclosures

Speakers - Financial

Alma Partida is a Co-founder of Bilingue AAC and DiverseAAC. She is the owner of Con Alma Speech therapy and is a California State University Monterey Bay lecturer. Alma is receiving compensation for this course. Maria De Leon is a Co-Founder of Bilingue AAC and is receiving compensation for this course. Melissa Tapia is a Co-founder of Bilingue AAC and Owner of Hablame SpeechTherapy LLC. Melissa is receiving compensation for this course. Sarah Lee is receiving compensation for this course.

Speakers - Nonfinancial

Alma Partida, Maria De Leon, Melissa Tapia and Sarah Lee have no non-financial relationships to disclose.

Course - Content

Alma Partida, Marida De Leon, Melisa Tapia and Sarah Lee operate bilingueAAC.com which has some paid products which are mentioned along with other similar assessment tool products by other providers.

Course - Financial Support & In Kind

This course is being sponsored by Having Our Say and SLP Toolkit.

As a result of this activity, participants will be able to...

Describe two reasons to foster the heritage language.
Identify current issues, myths, and concerns in providing bilingual Spanish AAC intervention.
Describe two implementation tools to support Spanish AAC language development

Agenda

5 mins	Presenter Introductions & Disclosures
5 mins	Bilingual AAC myth
5 mins	Importance of fostering the heritage language in AAC
5 mins	Latinx Parent/Caregiver Perspectives in AAC and Disability
10 mins	Vocabulary Acquisition and Differences in Linguistic Concepts
30 mins	Implementation tools for bilingual AAC intervention (Cultural framework)

Participation and completion requirements

Participants must provide course feedback and pass a course exam with a score of 80% or higher in order to receive a certificate of completion for certification maintenance hours (CMHs). Additionally, participants must complete a final opt in step for your completion to be submitted to the ASHA Continuing Education Board.

ASHA CEUs are awarded by the ASHA Continuing Education Board once eligibility requirements are met. The exam, course evaluation, and CE paperwork for this course must be completed by the date outlined for the course offering. If you do not correctly and completely finish all steps by the deadline, you will not be eligible to receive ASHA CEUs for this course. If you have questions about this process, email us at hello@bethebrightest.com.

To read more about CMHs vs. ASHA CEUs, click here.

This course is part of the The Equity Series conference