A Critical Analysis of Standardized Testing in Speech and Language Therapy

Autor/inn/en	Nair, Vishnu K. K.; Farah, Warda; Cushing, Ian
Titel	A Critical Analysis of Standardized Testing in Speech and Language Therapy
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 2, S.781-793 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nair, Vishnu K. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Standardized Tests; Speech Language Pathology; Speech Evaluation; Speech Therapy; Disabilities; Racism; Intelligence Tests; Language Attitudes; Speech Impairments; Language Impairments; Social Systems; Corporations; Futures (of Society); History + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Entwicklungsproximale Sprachtherapie; Logotherapie; Handicap; Behinderung; Rassismus; Intelligence test; Intelligenztest; Sprachverhalten; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Social system; Soziales System; Unternehmen; Future; Society; Zukunft; Geschichte; Geschichtsdarstellung
Abstract	Purpose: This review article critically interrogates the history and the current practice of standardized assessment in speech and language therapy. Speech and language assessments utilizing standardized linguistic norms are a critical tool for constructing disability and controlling disabled individuals. Such practices are rooted in a medical model of disability where the linguistic practice(s) of the individual is pathologized to create normalcy and disorder. Method: We examine how these practices are anchored in eugenics and the racist logics of intelligence testing in which racialized populations were rendered as linguistically and biologically inferior. Results: This review article shows how ideologies governing standardized assessments are influenced by racism, ableism, and the nation-state and serve as foundational mechanisms to enable surveillance and capital production. It demonstrates how standard language ideologies are central to standardized testing. Speech and language therapy practices upholding these ideologies contribute to unrestrained wealth generation for the testing industry. Conclusions: The review article ends with a call for clinicians, educators, and researchers to critically examine the relationship between standardized assessment, race, disability, and capitalism in speech-language therapy. This process will contribute toward dismantling the hegemonic role of standardized assessment in oppression and marginalization of speech and language-disabled individuals. (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