Cultural responsiveness is an approach that uses both cultural knowledge/competence and cultural humility to honor a client's culture across all aspects of their treatment and learning. Cultural responsiveness is a fluid approach and requires partnership with a client as well as self-reflection.
This micro course examines a scenario featuring a nonverbal child with autism and explores cultural beliefs surrounding the disorder and how it affects a Chinese family in the United States. The presenter shares the scenario, provides context, and then walks you through a guided reflection to help you explore questions related to cultural responsiveness, like, “What does a culturally responsive interaction look and feel like?” and “How might one situation elicit many different reactions or perceptions?”
This course is the third in a series of four micro courses meant to be taken together, which explore the ways in which culture plays a critical role in every part of our work and how our own individual cultures can, and do, influence our clinical practice.
The scenario in this course comes from the book Exploring Cultural Responsiveness: Guided Scenarios for Communication Sciences and Disorders (CSD) Professionals.
Learning Outcomes
You will be able to:
- Define cultural responsiveness
- Identify the feelings and emotions in a situation that impact each person’s perceptions of events
Contents
- Defining
cultural responsiveness
- Overview
of guided reflection framework
- Scenario:
“When Collaboration Meets Contrasting Beliefs: Navigating Autism Spectrum
Disorder Treatment Within Cultural Expectations”
- Notes
and personal reflection
- Guided
reflection
- Learning
assessment
DEI Professional Development Requirement
This course counts toward the ASHA certification maintenance professional development requirement for DEI (which encompasses cultural competency; cultural humility; culturally responsive practice; and diversity, equity, and inclusion). See more courses that count toward this requirement or read more about professional development requirements for certification maintenance.
Presenter
Information
Alicia
Fleming Hamilton, MS, CCC-SLP (she/her/hers), is a bilingual
(Spanish-English) speech-language pathologist who works with the Minneapolis
Public Schools. She specializes in bilingual assessment in early childhood
populations, bilingual clinical education and supervision, and multicultural
assessment and intervention. She was the 2019 president of the Minnesota
Speech-Language-Hearing Association, served on the ASHA Speech-Language
Pathology Advisory Council and the ASHA Multicultural Issues Board, and
currently serves on the ASHA Board of Ethics.
Financial
Disclosures:
- Financial
compensation from ASHA for this presentation
- Bilingual
speech-language pathologist (Spanish/English), Minneapolis Public
Schools
Nonfinancial
Disclosures:
- Editor
of Exploring Cultural Responsiveness: Guided Scenarios for
Communication Sciences and Disorders (CSD) Professionals
- Formerly
a member of the ASHA Multicultural Issues Board
- Member
of the ASHA Board of Ethics
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new knowledge.
To earn
continuing education credit, you must complete the learning assessment by
March 1, 2028.
Program
History and CE Information
Content
origination date: January 24, 2022
End date: March 1,
2028
This course is offered for 0.05 ASHA CEUs (Introductory level, Related area).
