Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and Disorders Purpose To provide an overview of a model for teaching a foundational course in multicultural (MC) issues and to demonstrate how it can be modified for use in communication sciences and disorders (CSD) by integrating 3 primary dimensions of cultural competence: awareness, knowledge, and skills. Method This tutorial ... Tutorial
Tutorial  |   May 01, 2009
Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and Disorders
 
Author Affiliations & Notes
  • RaMonda Horton-Ikard
    Florida State University, Tallahassee
  • Maria L. Munoz
    Texas Christian University, Fort Worth
  • Shurita Thomas-Tate
    Florida State University, Tallahassee
  • Yolanda Keller-Bell
    University of Georgia, Athens
  • Contact author: RaMonda Horton-Ikard, Department of Communication Disorders, 407 Regional Rehabilitation Center, Florida State University, Tallahassee, FL 32303. E-mail: rhorton2@fsu.edu.
Article Information
Cultural & Linguistic Diversity / Professional Issues & Training / Tutorials
Tutorial   |   May 01, 2009
Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and Disorders
American Journal of Speech-Language Pathology, May 2009, Vol. 18, 192-206. doi:10.1044/1058-0360(2008/07-0086)
History: Received November 30, 2007 , Accepted October 2, 2008
 
American Journal of Speech-Language Pathology, May 2009, Vol. 18, 192-206. doi:10.1044/1058-0360(2008/07-0086)
History: Received November 30, 2007; Accepted October 2, 2008
Web of Science® Times Cited: 2

Purpose To provide an overview of a model for teaching a foundational course in multicultural (MC) issues and to demonstrate how it can be modified for use in communication sciences and disorders (CSD) by integrating 3 primary dimensions of cultural competence: awareness, knowledge, and skills.

Method This tutorial begins by establishing the need for a basic foundational course in MC issues for CSD. Next, the authors describe a framework for MC instruction developed in the field of clinical counseling. Finally, the framework is modified and applied to the implementation of an MC course in CSD.

Conclusion The MC course in CSD can provide a useful foundation for facilitating the cultural competence of students in university training programs that have infused MC material across the American Speech-Language-Hearing Association’s 9 content areas.

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