| Autor: |
Vogler-Elias, Dawn, Mack, Susan, Goings, Anna, Dehaven, Erin |
| Předmět: |
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| Zdroj: |
Reflections: Narratives of Professional Helping; 2020, Vol. 26 Issue 2, p54-66, 13p |
| Abstrakt: |
Speech-language pathologists (SLPs) are likely to interact with members of the LGBTQ+ community as clients, co-workers, and caregivers; however, SLPs may not be fully prepared to work effectively with this diverse population due to lack of exposure within professional preparation programs. This article will focus on the impact of faculty-student collaboration to increase LGBTQ+ inclusivity in the classroom and curriculum. Reflections of interactions between students and faculty in a professional preparation program in speech-language pathology are used to highlight how the misuse of pronouns can create a sense of invisibility and further marginalization for some individuals. The authors provide strategies to increase LGBTQ+ inclusivity in the classroom and curriculum. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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