Engaging in culturally responsive and globally sustainable practices.

Purpose: This article highlights critical issues facing speech, language and hearing educators, clinicians, and scholars that pertain to culturally and linguistically responsive and globally sustainable practices.Method: Points included in this article pertain to the usefulness of understanding causes and consequences of world changes; and the importance of critically examining and reconceptualizing practices in ways that eliminate the vestiges of ableism, racism, and colonialism embedded in those practices.Result: This article provides strategies for moving away from positivist science and a medical model to critical science and a social model of disability for critically analysing the impact that the changing social, political, and global landscapes have on our practices.Conclusion: These strategies will help members of the discipline to rethink policies and standards that can transform practices into those that continue to be culturally responsive, globally sustainable, and relevant in this new global context.

Gaps in Framing and Naming: Commentary to "A Viewpoint on Accent Services".

PURPOSE: In this commentary, we offer a critique of "A Viewpoint on Accent Services: Framing and Terminology Matter" (Grover et al., 2022). We argue that the authors' proposal to rename and reframe accent modification lacks criticality, which actually hinders-rather than advances-the movement toward equitable, culturally sustaining, and emancipatory practices. METHOD: We offer an analysis of the shortfall between the authors' calls for linguistic justice in "A Viewpoint on Accent Services" and the actual changes they proposed. We break down major gaps in criticality, reflexivity, practice, and vision and discuss their potential for undercutting meaningful progress as it relates to linguistic justice. RESULTS: We found that the frameworks for the pursuit of equity, cultural sustenance, and emancipatory practices were misrepresented in the article in such a way that suggests that these goals could be achieved through superficial changes in terminology and attitudes. "A Viewpoint on Accent Services" upholds a power-neutral frame of operation that does not address the deeper systemic forces that make accent modification problematic. The lack of criticality toward accent intervention fosters complacency toward real transformation. CONCLUSION: We advocate for a serious and critical interrogation of accent practices and commitment to an emancipatory practice that addresses linguistic discrimination above all else. We emphasize the need to decenter standardized languages and to co-envision linguistic liberation using critical methods in scholarship, pedagogy, clinical practice, and policy.

Making Race Visible in the Speech, Language, and Hearing Sciences: A Critical Discourse Analysis.

PURPOSE: The purpose of this critical discourse analytic study is to identify how two key professional standards documents in the Speech, Language and Hearing Sciences field-the Standards for Certification document and the Essential Functions rubric-contribute to the discursive construction of the ideal speech-language pathologist and audiologist, and to examine whether the experiences and needs of people of color are taken into consideration in these documents. METHOD: Critical discourse analysis was used as both a conceptual and methodological lens for the systematic analysis of the targeted text. RESULTS: The findings show that considerations of race and racism were almost entirely absent from both documents and thus reflected a discourse of race neutrality that is ideologically consistent with color-blind racism. The enactment of racially coded expectations within a construct of race-neutral discourse maintains racial inequities in the speech, language, and hearing sciences professions. CONCLUSIONS: The findings highlight the need for the open acknowledgment of racism in our institutional policies and discourses and official and ongoing commitments to concrete and measurable antiracist actions to counteract systemic racism. Recommendations for and examples of antiracist measures are offered.

Prologue: understanding children who have been affected by maltreatment and prenatal alcohol exposure.

This prologue introduces an important topic for multiple disciplines involved with children and their families. This introduction includes a review of some of the current literature on the effects of maltreatment and prenatal alcohol exposure on child development, an explanation of why this topic is essential learning for communication professionals, prevalence figures for the occurrence of these effects, and a summarization of the articles that have been contributed by a cross section of researchers from various disciplines.

Epilogue: understanding children who have been affected by maltreatment and prenatal alcohol exposure: future directions.

This epilogue summarizes the six articles presented in the clinical forum focused on understanding children who have been affected by maltreatment and prenatal alcohol exposure. It presents common themes that emerged among the articles and future research directions.

A response to traumatized children: developing a best practices model.

SUMMARY This manuscript describes the key components for establishing collaborative partnerships in the delivery of services to children who have been traumatized by abuse, neglect, and prenatal exposure to alcohol. Specifically, the manuscript addresses: the national need for such collaborative partnerships; the effects of abuse, neglect, and prenatal exposure to alcohol on developmental and educational outcomes; the process used to develop the children's trauma assessment center (CTAC) including discussion on the family centered and transdisciplinary nature of the center; and the accomplishment and future goals of CTAC. The members of the CTAC team currently include the disciplines of counseling, occupational therapy, pediatric medicine, social work, and speech-language pathology. Future goals include expanding the core team to include the nursing and educational psychology disciplines.