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American Journal of Speech-Language Pathology Vol.18 192-206 May 2009. doi:10.1044/1058-0360(2008/07-0086)
© American Speech-Language-Hearing Association
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Tutorial

Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and Disorders

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{at}fsu.edu.

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.

Key Words: multicultural course, pedagogy, training


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