Ida J Stockman1, Johanna Boult, Gregory C Robinson. 1. Department of Communication Sciences & Disorders, Oyer Speech and Hearing Clinic, Michigan State University, East Lansing, MI 48824-1212, USA. stockma1@msu.edu
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.
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.