Pathways to Culturally Responsive Service Delivery Through Technology

2012 ◽  
Vol 19 (3) ◽  
pp. 69-70 ◽  
Author(s):  
Silvia Martinez ◽  
Sheila Bridges-Bond
Keyword(s):  
Service Delivery ◽  
Culturally Responsive ◽  
Culturally Responsive Service

Responding to Irish ‘invisibility’: Anti-discriminatory social work practice and the placement of Irish children in Britain

2000 ◽  
Vol 24 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Paul Michael
Keyword(s):  
Social Work ◽  
Ethnic Minority ◽  
Race And Ethnicity ◽  
Culturally Responsive ◽  
Historical Context ◽  
Work Practice ◽  
Social Work Practice ◽  
Looked After Children ◽  
Irish People ◽  
Culturally Responsive Service

Irish people are the largest ethnic minority in Britain, yet social work has failed to incorporate an Irish dimension into the discourse of anti-discriminatory social work practice. Paul Michael Garrett argues that, despite this ‘invisibility’, Irish children are likely to have specific needs which arise from their experience. After underlining the importance of understanding the historical context for Irish children in need of placements, he discusses how legislation and some guidance documentation provide a foundation for evolving a more culturally responsive service. Despite an inchoate backlash against a professional sensitivity to the ‘race’ and ethnicity of looked after children, he concludes that it is still possible to promote changes which might better meet the needs of Irish children.

New Possibilities for Culturally Responsive Experiential Education in Teacher Education

2021 ◽  
Vol 44 (1) ◽  
pp. 31-49
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Narrative Inquiry ◽  
Experiential Education ◽  
Culturally Responsive ◽  
Complex Concept ◽  
Before And After ◽  
Culturally Responsive Service

Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students’ early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants’ definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and self-interrogation. In teacher education, CRSL can serve as a springboard for meaningful culturally responsive fieldwork experiences. Further CRSL programming and research are needed to expand the field and open new possibilities in teacher education and beyond.

A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

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

2009 ◽  
Vol 16 (1) ◽  
pp. 11-19 ◽  
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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