Cultural diversity and professional practice

2017 ◽  
pp. 213-226
Keyword(s):  
Cultural Diversity ◽  
Professional Practice

scholarly journals Lecturers’ Cultural Sensitivity on Using Social Media - Facebook and Instagram

2021 ◽  
Vol 58 (2) ◽  
pp. 5974-5980
Author(s):  
E. Handayani Tyas , Sunarto, Lamhot Naibaho, Bernadetha Nadeak, Elferida Sormin
Keyword(s):  
Social Media ◽  
Cultural Diversity ◽  
Professional Practice ◽  
Prospective Teachers ◽  
Cultural Sensitivity ◽  
Teaching Experience ◽  
Academic Community ◽  
Student Diversity ◽  
High Level ◽  
Descriptive Statistical Analysis

This study aims to identify lecturers' cultural sensitivity to using social media - Facebook and Instagram. This study was done at Universitas Kristen Indonesia. The data collection method used in this study is the quantitative method. A total of 345 lecturers were participated in answering the questionnaire. The data of this study were analyzed using SPSS Statistics and descriptive statistical analysis. This study shows that the diverse findings for the sensitivity of cultural diversity based on ethnicity, gender, level of education, the field of teaching, teaching experience, and teaching experience of students of various nationalities and cultures. The findings of this study have implications for educational knowledge and professional practice, especially for lecturers, and the academic community, higher education that offers to teach courses to play a role and take responsibility for the need to provide prospective teachers’ candidate to have a high level of cultural diversity sensitivity in line with the reality of student diversity in higher educations today on them using social media - Facebook and Instagram.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Scientifically Based Professional Practice

ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred
Keyword(s):  
Professional Practice

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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