Welcome everyone!
This landing page has all of the handouts and resources that will be shared throughout the event. If additional resources come up during the conference, we will add them here so everyone has what they need in one place.
Have a question or request during the event? Come find us between sessions or enter it into the form at the bottom of this page.
All handouts and resources can be found under each day. Activities are in one collective packet and can be downloaded here.
- Welcome Video
- Kick Off Meeting
- Overview: Cultural and Linguistic Diversity Program for Speech-Language Pathologists
Cabarete, Dominican Republic, June 22-27, 2023
This immersion workshop offers speech-language pathologists an opportunity to travel to beautiful Cabarete, Dominican Republic and explore new places, cuisines, cultures, religions, ways of living, and approaches to supporting individuals with disabilities. This program offers 20 hours of continuing education and addresses all of the competencies in cultural and linguistic diversity outlined by the American Speech-Language Hearing Association (ASHA), and many more competencies that will advance your cultural humility.
Per ASHA (2020), developing cultural competence is a dynamic and complex process requiring ongoing self-assessment and continuous expansion of one's cultural knowledge. It evolves over time, beginning with an understanding of one's own culture, continuing through interactions with individuals from various cultures, and extending through one's own lifelong learning.
Cultural competence is increasingly important to eliminate long-standing disparities in the health status of people based on racial, ethnic, and cultural backgrounds
Cultural humility goes beyond cultural competence. It is a dynamic and lifelong process focusing on self-reflection and personal critique, acknowledging one's own biases.
This workshop will provide you with the opportunity to grow professionally and personally. We will spend mornings in the classroom focusing on coursework in cultural and linguistic diversity. In the afternoons, we will apply information from our morning coursework with professional exchanges and cultural enrichment activities. We will collaborate with local educators to learn about the public education system in the Dominican Republic and their support of individuals with disabilities. We will also learn about the community history, needs, sustainable farming efforts, and the unique literacy efforts of communities working with Haitian immigrants.
The coursework is designed to bridge theory and practice, providing evidence-based practical tools that you can immediately put to use in your practice as a speech-language pathologist, while broadening your cultural perspectives and experiences. Our workshops are packed with video case studies, discussion points, and opportunities for active learning. Below is an outline of the courses.
- Day 1: Thursday, June 22 - Arrival, Welcome, and Introduction to the Conference
Arrive, get settled in, and we will meet for introductions and the conference overview.
Agenda:
60 minutes: Introduction and Overview of the Workshop, the facilities, and Cabarete
Abstract:
The need for speech-language pathologists to explore different languages and cultures is important to providing services to a diverse population. In our introductory hour, we will set the stage for the importance of studying cultural and linguistic diversity and provide a broad overview of the workshop, including speech and language topics to be covered and cultural and historical topics that will be explored.
Learner Objectives:
- Define cultural humility and its importance for speech-language pathologists serving diverse populations
- List 2 features of culture and language that will be explored during the workshop
- List 2 necessary elements of an effective bilingual speech-language evaluation
- Day 2: Friday, June 23 – Evaluations, Culture, Educational Visit, and Ecotour
Morning
90 minutes: Speech-Language Evaluations with Students who Speak a Language You Don’t
Handouts: The Evaluation Process
90 minutes: Linguistic and Cultural Influences (60 Min Talk with 30 Min Q & A)
"Nuances of Dominican Spanish, how it fits into Caribbean languages, and English as a Second language and the influences of the diaspora"Amanda Alcántara, also known artistically as Ama Rey, is a Caribbean writer, journalist, and voice actor. She is the author of Chula and How I Became a Mermaid. Her work has been featured in the anthology “Latinas: Struggles & Protests in 21st Century USA,” the poetry anthology “LatiNext,” Rolling Stone, The Huffington Post, Latino USA, Remezcla, and other publications. She is also a co-founder and previous editor of La Galería Magazine. In 2021, Alcántara began voicing audiobooks in English and Spanish, starting with providing the voiceover for the Spanish translation of The Hill We Climb by Amanda Gorman. She recently won an Earphones award for her narration of Pilar Ramirez and the Escape from Zafa by Julian Randall. She is currently living back in her hometown of Santiago de los Caballeros, where she is reconnecting with her land and ancestral roots.Resources:
Language History Form
Parent Questionnaire for Language History
Blank Venn Link
Link to Developmental Norms Book
Link to Contrastive Analysis of Language Blank Chart
Charles Sturt University Link to Assessment Tools
Link to Evaluation Impressions Document
Link to article Who is CenteredUpdated Evalubox Referral Forms 2023: Intake, Parent, Teacher, Health, Language Proficiency, Assessment Impressions, Classroom Observation
Afternoon
60 minutes: Education in the Dominican Republic presentation at Dominican Republic Education and Mentoring (DREAM)
90 minutes: Ecotour – Sustainable Living tour in La Loma, Cabarete (topography, fauna, native ecology, learn about sustainable food project, learn how different local foods are made and try them)
Abstract:
Whether monolingual or bilingual, Speech-Language Pathologists face language evaluations in languages they do not speak. It can feel daunting but it doesn’t have to. We’ll address the practical side of a language evaluation in another language, including tips for finding interpreters, working with parents as interpreters, finding tools to use in your evaluation, and assessment methods that take into account the interactions between two languages in children learning more than one language at a time.
Learner Objectives:
- Describe two important steps to take prior to the evaluation.
- List the three different steps of working with interpreters.
- Describe the process of selecting assessment tools for students who speak a language you do not.
- Describe how to differentiate language influence patterns from language errors indicative of a disorder.
- List 3 dialectal features of Dominican Republic Spanish
- Describe a cultural influence in the Dominican Republic
- Day 3: Saturday, June 24 – Difference or Disorder for Speech and Cultural Exchange
Morning
90 minutes: Difference or Disorder for Speech
90 minutes: Hands-on Case Studies to Determine Speech Sound Disorders
Handouts: Difference or Disorder for Speech
Resources:
Link to Difference or Disorder Book
Link to Difference or Disorder eBook
Link to Apples to Apples
Link to the Referral Packet
Link to Multilingual Speech Acquisition Studies - Charles Sturt University
Children's Consonant Acquisition in 27 Languages (McLeod & Crowe, 2018)
Children's English Consonant Acquisition in the United States: A Review (Crowe & McLeod, 2020)Afternoon
60 minutes: Lunch & exchange with educators at Batey Libertad Learning Center
120 minutes: Tour of Pre-school learning center, introduction to literacy and ECCE pedagogy, and community-based projects and teacher training program
Batey Libertad is a small settlement located in the rural, agricultural Cibao region. It has a population of about 750 people, of whom 30% are under the age of 15 years. Although over 50% of residents were born in the Dominican Republic, 80% speak Creole in their homes. Yspaniola is a Dominican-US nonprofit that provides literacy-focused education in their community Preschool and Learning Center, supporting students to build Spanish literacy skills. Most students who enter Yspaniola's preschool at 3 years of age are getting their first formal exposure to Spanish. Yspaniola also has a University Scholarship Program for talented young people whose families do not have the resources to support them to attend university. Our visit to Batey Libertad will include a tour of the community guided by a local young person, a presentation about the experience of growing up and living in a Dominican batey with an opportunity to ask questions and engage in discussion, as well as a lunch with a local family.
Abstract:
Assessment of bilingual students can be challenging because the patterns they use can result from language influence or can be the result of a speech disorder. How can we tell the difference? We use a framework that is effective for any pair of languages. We discuss how to make decisions about the use of formal and informal measures, and dynamic assessment. Even if we do not speak the native language of our students, we can confidently distinguish speech differences from speech disorders.
Objectives:
- Analyze and interpret results from speech samples of bilingual speakers from different language backgrounds
- Demonstrate an understanding of how languages interact and the resulting speech patterns in children exposed to more than one language.
- Describe expected speech patterns versus unexpected speech errors.
- Day 4: Sunday, June 25 - Difference or Disorder for Language & River Tour
Morning
90 minutes: Difference or Disorder for Language
90 minutes: Hands-on Case Studies to Determine Language Disorders
Handouts: Difference or Disorder for Language
Resources:
Apples to Apples for Speech and Language
Assessment of Fictional Narratives
Background Information Organizer
Diagnostic Accuracy of Select Language Assessment Measures
Evaluation Writing Organizer for Receptive and Expressive Language
Frog, Where Are You? Story Comprehension Questions
Red Flags for Speech-Language ImpairmentAfternoon
180 minutes: River Tour & Beach Bar-B-Q (non-CEU event)
Abstract:
Assessment of bilingual students can be challenging because the patterns they use can result from language influence or can be the result of a language disorder. How can we tell the difference? We use a framework that is effective for any pair of languages. We discuss how to make decisions about the use of formal and informal measures. Even if we do not speak the native language of our students, we can confidently distinguish speech and language differences from speech and language disorders.
Objectives:
- Demonstrate an understanding of how languages interact and the resulting language patterns in children exposed to more than one language.
- Analyze and interpret results from language samples of bilingual speakers from different language backgrounds
- Describe expected language patterns versus unexpected language errors.
- Describe benefits of using standardized tools and informal measures
- Describe two dialectal features of Dominican Spanish that could lead to misdiagnosis if not considered in the assessment process.
- Day 5: Monday, June 26 - Dynamic Assessment, Educational Lunch, Professional Exchange
Morning
90 minutes: Dynamic Assessment
90 minutes: Analyzing Speech and Language Samples and Dynamic Assessment Results to Create Treatment Plans for Bilingual Students
Resources:
BAPA and iTAP Dynamic Assessment Form
Afternoon
60 minutes: Educational Lunch at DREAM
120 minutes: Professional exchange between SLPs, teachers, and community members
Abstract:
Standardized tests and informal measures give us a snapshot of students’ language abilities. They don’t tell us whether areas of difficulty are due to lack of opportunity or cultural differences. See how to effectively implement 3-5-minute teaching sessions in a dynamic assessment framework that yield powerful information to help accurately diagnose children from all cultural and linguistic backgrounds. Learn about assessment and educational practices in the Dominican Republic and exchange ideas with local professionals.
Objectives:
- Identify a target for dynamic assessment based on test results
- Design quick teaching sessions based on assessment results.
- Implement 3-5-minute teaching sessions within an assessment to observe learning potential.
- Use the results of a dynamic assessment to make confident diagnostic decisions.
- Write on-point goals based on the results of a dynamic assessment
- Describe the assessment process in the Dominican Republic.
- List 2 similarities and 2 differences in the educational systems in the United States and the Dominican Republic
- Day 6: Tuesday, June 27 - Departure
-
Transportation will leave for the airports based on departure times.
More Information: Dominican Republic Trip
Is there something we mentioned that you are looking for? Do you want materials or more information on a topic that was presented? Let us know here or come talk to us on the breaks or during the excursions.