confronting Anti-black racism In communication Sciences and Disorders
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This course, led by Jordyn Carroll (she/her), M.S., CCC-SLP, guides SLPs in confronting anti-Black racism in Communication Sciences and Disorders (CSD), with course content brought to you by our brilliant Black SLP colleagues. The course begins with an overview of racism in CSD and introduction to concepts related to culture. The course then addresses special topics in anti-Black racism in CSD, including therapeutic relationships, early intervention, dyslexia, and Autism. Supplementing the course are recorded conversations of discussions with Dr. Ianessa Humbert (she/her), PhD, CCC-SLP and colleagues surrounding race and racism in CSD.
What’s included
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This course is available for 3.6 ASHA CEUs (Intermediate Level) Professional Area, Cultural and Linguistic Diversity.
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The ASHA Award for Continuing Education (ACE) is awarded by ASHA to eligible individuals who earn 7.0 ASHA CEUs within a 36-month period. Learn more about that here.
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To enroll in this course for 2 graduate credits, follow Fitchburg's registration instructions on this page. Fees are paid directly to Fitchburg State and are nonrefundable.
MEET THE INSTRUCTOR
Jordyn Carroll (she/her), M.S., CCC-SLP is a school-based speech-language pathologist specializing in child language development, culturally-responsive therapy, and advocating for BIPOC both in and outside of the field. She owns a small business, JRC the SLP, that entails providing courses and learning opportunities related to cultural responsiveness, creating diverse therapy materials, consulting, selling meaningful apparel, and servicing private clients. Jordyn uses her social media platform to continue advocating for Black people and marginalized communities, push for diversity, and emphasize “being the person you needed when you were younger.”
Financial Disclosures: Jordyn is the founder of JRC the SLP, co-founder of The SLP Social Seen, and an editor for Bjorem Speech Publications. Jordyn will be receiving a portion of the proceeds for facilitating this course.
Nonfinancial Disclosures: Jordyn has no non-financial disclosures.
Meet the Contributors
AMANDA PERICLES
JACQUELYNNE RODRIGUEZ
JEANNETTE ROBERES
JOANNE W. CAZEAU
IANESSA HUMBERT
MELANIE Y. EVANS
R. DANIELLE SCOTT
ZAVIER LORD WILLIAMS
Course format
This is a blended online course that utilizes one live meeting, pre-recorded webinars, an online discussion board, assigned readings, a written reflection. A detailed course timeline and assignment requirements are included in a syllabus to be distributed to participants on the start date of the course. This course will be available for 3.6 ASHA CEUs. It is not possible to earn partial ASHA CEUs for this course
Important dates:
The course begins on June 19, 2024
The live meeting will be held via Zoom on August 19, 2024 from 11AM-3PM EST
The final deadline for all asynchronous work is August 30, 2024
To qualify for ASHA CEUs, participants must:
Watch all pre-recorded webinars
Complete all assigned readings
Meet the minimum post requirements for the online discussion board
Attend the live meeting
Complete a written reflection assignment
Complete the course feedback survey
Required readings:
Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy by April Baker-Bell
Literacy Is Liberation: Working Toward Justice Through Culturally Relevant Teaching by Kimberly N. Parker
Participants are expected to purchase these readings. Listed readings are not provided by CREDIT or the instructor of this course upon registration.
Learning Outcomes & Objectives
Participants will:
Define and identify examples of microaggressions
Describe systemic oppression and identify how to confront it
List necessary components of being anti-racist
Define “culture” as a concept
Define the ethics of cultural competence
Describe the relationship between cultural competence and cultural humility
Recognize ways cultural competence and cultural humility coincide
Discuss at least 3 ways cultural competemility can be practiced in our field
Distinguish race from ethnicity and nationality in order to identify cultural differences between Black Americans, Afro-Latines, and Non Black Latines.
Identify microaggressions and biases that are harmful to the Black Latine community
Identify clinical and non-clinical considerations for interacting with Black and Non Black Latines
Identify limitations in clinical research regarding the impact of communication disorders on Afro-Latines
Define therapeutic relationships and describe the elements of therapeutic relationships in speech-language pathology treatment.
Define cultural humility and explain how cultural humility enhances therapeutic relationships.
Describe white supremacy and anti-Black racism in the context of therapeutic relationships.
List practical ways to apply cultural humility to the context of therapeutic relationships in speech-language pathology treatment.
Identify how historical biases impact testing.
Identify barriers that exist for Black dyslexics.
Describe the dyslexia evaluation process.
Analyze data regarding African-American school aged children eligible for special education services
Describe the racial disparity of African-American school aged children in autism identification
Identify ways to address racial disparities in autism research.
