AI Article Synopsis
- The study focuses on how speech-language pathology and audiology programs address multicultural and multilingual education, evaluating the strategies used and their effectiveness.
- A survey was conducted with 731 participants from nearly 80% of accredited programs, revealing diverse instructional practices and varying levels of preparedness among educators.
- While there’s a general commitment to multicultural instruction, the most common approach lacks dedicated courses, leading to less than optimal outcomes for student preparedness in handling diversity issues.
Article Abstract
Purpose: To describe the instructional strategies reported for multicultural/multilingual issues (MMI) education at programs in speech-language pathology and audiology and the perceived ease and effectiveness of doing so.
Method: A 49-item questionnaire elicited anonymous responses from administrators, faculty, and teaching clinical supervisors at educational programs accredited by the American Speech-Language-Hearing Association in the United States. The data were provided by 731 respondents from 79.6% of 231 accredited U.S. programs. They included instructors who taught courses dedicated to MMI and those who did not.
Results: Respondents were generally committed to multicultural instruction, but they varied in their reported instructional practices and perceived levels of preparedness, effectiveness, and needs. General curricular infusion without an MMI-dedicated course was the most common instructional model used. Students were judged to be at least modestly prepared to deal with diversity issues as a result of their multicultural instruction, although current instructional approaches were not viewed as optimal. More positive outcomes were reported by instructors of MMI-dedicated than MMI-nondedicated courses.
Conclusion: The instructional models and strategies used for MMI education vary, and programs are challenged by multiple issues in complying with the mandate for MMI curricular infusion.
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| http://dx.doi.org/10.1044/1058-0360(2008/023) | DOI Listing |
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