Prioritizing Connectedness and Equity in Speech-Language Services for American Indian and Alaska Native Children

Autor/inn/en	Allison-Burbank, Joshuaa D.; Reid, Traci
Titel	Prioritizing Connectedness and Equity in Speech-Language Services for American Indian and Alaska Native Children
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 2, S.368-374 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allison-Burbank, Joshuaa D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	American Indian Students; Alaska Natives; Equal Education; Speech Language Pathology; Speech Therapy; Indigenous Knowledge; Cultural Relevance; Special Education; Cultural Influences; Cultural Capital; Evidence Based Practice; Racism; Trauma; Socioeconomic Status; Cultural Maintenance; Colonialism; Decolonization; Student Needs + Suchen Sie Ihr Suchwort? Inuit; Entwicklungsproximale Sprachtherapie; Logotherapie; Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural influence; Kultureinfluss; Rassismus; Socio-economic status; Sozioökonomischer Status; Kolonialismus; Dekolonisation; Entkolonialisierung
Abstract	Purpose: American Indian and Alaska Native (AI/AN; Indigenous) students are at a high risk for language and learning disorders. This article aims to highlight how clinicians can use decolonization and Indigenization pedagogies when planning and delivering speech-language services to Indigenous students from the perspectives of Indigenous professionals. These efforts can help promote student resilience, well-being, and identity and are critical to addressing educational inequity and provide culturally responsive services to Indigenous children. Many AI/AN students receive IDEA Part B special education services including speech and language therapy. Many of these students are misidentified as needing special education due to unique learning and language environments (Soto-Boykin et al., 2021). These students bring a unique cultural heritage that is vital to their identity, well-being, health, and school success. Therefore, the goal should be to provide evidence-based services that are culturally tailored and meet the whole child. Using a precision public health approach to consider social determinants of health and historical trauma allows for leveraging of a multilayered, trauma-informed approach to addressing educational inequities. Conclusions: An Indigenous connectedness framework can be used to indicate how connectedness is essential to AI/AN child well-being. This framework can be interlaced with existing learning theories to shape instruction where indigenization is a cornerstone of learning. Further examined was the influence of historical trauma, racism, socioeconomic status, and culture loss on learning and language development in AI/AN children in the context of settler colonialism. Strategies on how to use Indigenous knowledge and evidence-based teaching practices were applied to therapeutic services offered by speech-language pathologists and educators. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01