Speech-Language Pathologists’ Preparation, Practices, and Perspectives on Serving Indigenous Families and Children

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Research Article Information

  • Title: Speech-Language Pathologists’ Preparation, Practices, and Perspectives on Serving Indigenous Families and Children

  • Authors: Mark Guiberson and Kyliah Ferris

  • Affiliation: University of Wyoming, Laramie

  • Article History:

    • Received: March 22, 2023

    • Revision received: June 2, 2023

    • Accepted: July 19, 2023

  • Editors: Editor-in-Chief: Erinn H. Finke, Editor: Lauren Marie Cycyk

  • Correspondence: Mark Guiberson (mguibers@uwyo.edu)

  • Disclosure: Mark Guiberson is a member of the Native American Caucus and ASHA Academic Affairs Board.

  • DOI: https://doi.org/10.1044/2023_AJSLP-23-00105

Abstract

  • Purpose: Understanding the educational inequities faced by Indigenous children, such as disproportionate representation in special education and lower graduation rates. The study aimed to survey speech-language pathologists (SLPs) from the Mountain West and High Plains regarding their backgrounds, training, professional perspectives, and clinical practices to inform practices addressing these inequities.

Method

  • Participants completed an online survey gathering data on their backgrounds, training, professional perspectives, and clinical practices.

Results

  • Participants: 333 SLPs completed the survey.

  • Findings:

    • Most respondents recognized the educational disparities Indigenous children face and valued Indigenous dialects and languages.

    • Strong reliance on standardized measures for assessment was noted, with only a small percentage utilizing bidialectal or narrative-based strategies.

Conclusions

  • Limited training on Indigenous children and families was reported among respondents. Challenges included developing relationships and overcoming access barriers, with clinical practices less tailored to Indigenous children compared to recent recommendations. Proposed frameworks for change include the Indigenous Connectedness Framework, the abundance model, and Indigenous pedagogies.