Position Statements, Guidelines, Technical Reports, and Related Papers

Communication Development and Disorders in Multicultural Populations Readings and Related Materials

American Speech-Language-Hearing Association. (1985). Clinical management of communicatively handicapped minority language populations. Asha, 27(6).

American Speech-Language-Hearing Association. (1987). Multicultural professional education in communication disorders: Curriculum approaches. Rockville, MD: American Speech-Language-Hearing Association.

American Speech-Language-Hearing Association. (1988, November). Utilization and employment of speech-language pathology supportive personnel with underserved populations. Asha, 55–56.

American Speech-Language-Hearing Association. (1989, March). Bilingual speech-language pathologists and audiologists. Asha, 93.

American Speech-Language-Hearing Association. (1989, March). Mental retardation and developmental disabilities curriculum guide for speech-language pathologists and audiologists. Asha, 94–96.

American Speech-Language-Hearing Association. (1989, September). The English language amendment. Asha, 80–81.

American Speech-Language-Hearing Association. (1990, May). Committee on international affairs: Resources. Asha, 52–53.

American Speech-Language-Hearing Association. (1991a). Guidelines for speech-language pathologists serving persons with language, socio-communicative, and/or cognitive-communicative impairments. Asha, 33, (Suppl. 5), 21–28.

American Speech-Language-Hearing Association. (1991b). Multicultural action agenda 2000. Asha, 39–41.

American Speech-Language-Hearing Association. (1991c). REACH: A model for service delivery and professional development within remote/rural regions of the United States and U.S. Territories. Asha, 33, (Suppl. 6), 5–14.

American Speech-Language-Hearing Association. (1992). Our multicultural agenda: We're serious. Asha, 34(5), 38–39.

American Speech-Language-Hearing Association. (1993a). Definitions of communication disorders and variations. Asha, 35, (Suppl. 10), 40–41.

American Speech-Language-Hearing Association. (1993b). Preferred practice patterns for the professions of speech-language pathology and audiology. Asha, 35, (Suppl. 11), 1–102.

American Speech-Language-Hearing Association. (1998a). Provision of English-as-a-second-language instruction by speech-language pathologists in school settings: Position statement and technical report. Asha, 40 (Suppl. 18).

American Speech-Language-Hearing Association. (1998b). Students and professionals who speak English with accents and nonstandard dialects: Issues and recommendations. Asha, 40 (Suppl. 18).

American Speech-Language-Hearing Association Committee on the Status of Racial Minorities. (1987). Social dialects position paper. Asha, 29, 45.

Blair, C. (1992, May). Student perspective. Asha, 43-44.

Chezik, K., Pratt, J. E., Stewart, J. L., & Deal, V. R. (1989, January). Addressing service delivery in remote/rural areas. Asha, 52–55.

Clark, L. W. (1993). Faculty and student challenges in facing cultural and linguistic diversity . Springfield, IL: Charles C. Thomas.

Cole, L., Holley, S. C., Taylor, O. L., Yoder, D. E., & Iglesias, A. (1989, September). Trustees of the dream. Asha, 71–75.

Griener, T. (1992, May). Public schools: Recruitment. Asha, 40–41.

Hunter, S. L., & Masayesva, A. (1989, September). Multicultural professional education: Student perspectives. Asha, 76–77.

Jones, R. C. (1988, August). Minority audiologists: A critical need to establish a professional/community identity. Asha, 35–37.

Koenig, L. A., & Biel, C. D. (1989). A delivery system of comprehensive language services in a school district. Language, Speech, and Hearing Services in Schools, 20, 338–365.

Milk, R., Mercado, C., & Sapiens, A. (1992). Re-Thinking the education of teachers of language minority children: Developing reflective teachers for changing schools. Washington, DC: National Clearinghouse for Bilingual Education.

National Joint Committee for the Communicative Needs of Persons with Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. Asha, 34 (March, Supp. 7). 1-8.

Nissani, H. (1990). Early childhood programs for language minority children. Washington, DC: National Clearinghouse for Bilingual Education.

Peters-Johnson, C. (1992, May). Professional practices: Perspectives on multicultural issues. Asha, 34, 14.

Saenz, T. (1994). Teaching and mentoring culturally diverse students. Creative Teaching, 6, 1–4.

Saenz, T. I., Wyatt, T. A., & Reinard, J. C. (1998). Increasing the recruitment and retention of historically underrepresented minority students in higher education: A case study. American Journal of Speech-Language Pathology, 7(3), 39–48.

Scott, D. M. (1994, January). Are we ready for the 21st century? Asha, 47, 50.

Seymour, C. M., Stewart, B. A., & Tibbitts, D. F. (1992, May). Mentoring fosters leadership. Asha, 45–48.

Shewan, C. M., & Blake, A. (1992, May). Demographic characteristics of minority, nonminority ASHA affiliates. Asha, 76.

Shewan, C. M., & Malm, K. E. (1989, September). The status of multilingual/multicultural service issues among ASHA members. Asha, 78.

Simon, C. S. (1994). School language specialist: Defining an SLP niche within a culturally diverse setting. Seminars in Speech and Language, 15, 125–136.

Taylor, O. L. (1992, May). Hold fast to dreams. Asha, 53.

Terrell, S. L., Mueller, P. B., & Conley, L. (1991, September). Sister programs: Historically Black and majority-White universities. Asha, 45–48.

Vaughn-Cooke, F. B. (1983, September). Improving language assessment in minority children. Asha, 25(9).

Wallace, G., Cole, T., Fairley, D., Harris, A., Hughes, C., Maiden, Y., Nunn, S., Paige, S., Sangster, A., Tebbe, L., Terry, A., & Redden E. (1997). Activities that build student leaders: Ways to promote multicultural neurogenics in the 21st century. Newsletter of the ASHA Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 3(2), 13–14.

Wilson, M. E. (1990, May). So many worlds. Asha, 32–33.

Wolfram, W. (1993). A proactive role for speech-language pathologists in sociolinguistic education. Language, Speech, and Hearing Services in Schools, 24, 181–185.



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