Intersections is the quarterly e-newsletter distributed to ASHA Approved Continuing Education Providers to connect and exchange ideas in order to better accomplish their continuing education activities.
In this issue:
During this time of great uncertainty, we have been energized and awed by the creativity, ingenuity, and determination of our Providers. You have responded with the learning that audiologists and speech-language pathologists need most. You are our heroes!
We understand that these days, every financial decision is weighed carefully, and we thank you for continuing to value your organization’s relationship with ASHA Continuing Education (CE) and renewing its ASHA Approved CE Provider status for 2021.
Offering highly relevant and timely continuing education has never been more essential. Your work makes a difference. ASHA CE staff and the ASHA Continuing Education Board are here to support our version of front-line workers. Please let us know how we can better serve you.
Using person-first language when referring to a person with a disability has been the standard for many years. Numerous style guides, including the American Psychological Association (APA), have prescribed person-first language so that nouns referring to persons (e.g., children) always precede phrases referring to characteristics (e.g., children with typical development). Following suit, ASHA Approved CE Providers were required to write course titles and course descriptions using person-first language.
However, there are communities, including the Deaf community and many in the autism community, that prefer identity-first language. Author J. R. Thorpe (2017) writes, "For advocates of identity-first language, talking about being a 'disabled person' is fundamentally empowering because it acknowledges that their disability is vital to their position in the world and who they are."
The latest (2019) version of the Publication Manual of the American Psychological Association (APA), Seventh Edition, offers updated guidance on using disability language. APA, in Section 5.4 of the manual, now suggests that authors choose language that reflects the preference of the individuals being discussed. When there is no clear choice, authors may choose to reflect both perspectives in their writing. APA’s disability style and grammar guide offers this principle:
“The overall principle for using disability language is to maintain the integrity (worth and dignity) of all individuals as human beings. Authors who write about disability are encouraged to use terms and descriptions that both honor and explain person-first and identity-first perspectives. Language should be selected with the understanding that the expressed preference of people with disabilities regarding identification supersedes matters of style.”
At its November 2020 meeting, the ASHA Continuing Education Board (CEB) updated Required Practice 4.8 to remove the reference to person-first language. The Required Practice now reads as follows:
4.8 The course description included on the course and offering registration should include the key learning outcomes for the course. Because the course description will appear on a CE participant’s official transcript after the course is completed, the description should be written in the past tense.
The CEB also removed this sentence from Required Practice 4.8:
Also, person-first language should be used in the course description and title (e.g., “children with hearing impairments” vs. “hearing-impaired children”). (See “Requirements for Writing Course Descriptions” in Section 4.)
What this means is that ASHA CE no longer requires course titles and descriptions to use person-first language when writing about disability. Instead, you should use the language preferred by those with the disability—or, if there is no preference, consider using both person-first and identity-first language.
ASHA Voices Podcast: Autism and Identity: Interrogating the Language We Use – This ASHA podcast episode explores the difference, history, and context that surround person-first and identity-first language.
APA Style Grammar Guidelines – Bias-Free Language: APA’s guidelines for bias-free language contain both general guidelines for writing about people without bias across a range of topics and specific guidelines that address the individual characteristics of age, disability, gender, participation in research, racial and ethnic identity, sexual orientation, socioeconomic status, and intersectionality.
National Center on Disability and Journalism Style Guide: This style guide, developed by the National Center on Disability and Journalism at Arizona State University, covers almost 200 words and terms commonly used when referring to disability, most of which are not covered in The Associated Press Stylebook.
Last summer, CE announced that the initial cooperative offering fee (currently $325) would increase to $400 in 2021. We are delaying the increase, as we understand the ongoing financial challenges that all organizations offering continuing education face because of the pandemic. The initial cooperative offering fee will be $400 for all courses submitted on or after January 1, 2022. The fee for each additional offering registered after the initial cooperative offering will remain $50.
Providers engaging in cooperative offerings are reminded that cooperative fees are to be submitted with the course and its offerings. Read the December 2019 Intersections article, “Managing Cooperative Courses,” for a quick refresher.
To date, approximately 200 providers have submitted reporting via Excel file, representing 1,400 course offerings and 15,000 participants, and the number of file submissions are increasing each week.
We encourage you to contact your Accounts Manager to see if you could benefit from this new reporting option.
The Excel reporting option allows you to use the CE Provider Portal to look up your offerings where reporting is due, input the number of participants who requested ASHA continuing education units (CEUs), and attach an Excel spreadsheet of participant ASHA numbers and contact information using this template. It’s a simple as that! Follow this decision tree to determine whether Excel reporting makes sense for you.
The ASHA CE Brand Block and Insignia will be emailed to you next week. Be on the lookout for an email with several versions of the Brand Block and one version of the Insignia.
Providers have until June 30, 2022, to fully transition from the old Brand Blocks and Insignias to the new ones (a year and a half), but we think most of you will want to make the switch sooner rather than later. Feel free to start using the Brand Block on promotional material for courses offered for ASHA CEUs right away!
It is important that you review the ASHA Approved CE Provider Brand Block Guide [PDF] and ASHA Approved CE Provider Insignia Guide [PDF] for information on how to properly use each of these logos. The Guides also illustrate all the different versions of the Brand Block and Insignia. ASHA CE is including only two versions of the Brand Block and one version of the Insignia in our initial email:
Although ASHA CE is emailing only two different versions of the Brand Block and only one version of the Insignia, we have many others available, including short, black-and-white, and gray versions. We recommend that you use the versions attached to the email, but if you require a different version of the Brand Block or Insignia, just reach out to your Provider Manager, and they can send you what you need.
The organization name reflected in your Brand Block is the current official name for the Provider as approved by ASHA CE and cannot be changed unless your organization has officially changed its name. If there has been an official name change, please complete the Provider Organizational Change Form, and ASHA CE will send an updated Brand Block once that process is complete.
You may notice that ASHA CE’s preferred version of the Brand Block includes the course information (instructional level and number of ASHA CEUs) within the Brand Block itself. The reason we developed this version and why it is our preferred option is because of the overwhelming feedback we received from ASHA members and Providers in a survey we fielded in 2019. In that survey, ASHA members and Providers indicated they would prefer that this information be included within the Brand Block itself to increase visibility of these essential details. However, if it is not possible to use this preferred version of the Brand Block, there are other options. Please review the email you received and the Brand Block Guidelines for additional information about proper use of the Brand Block that includes the course information and use of the Brand Block that does not include the course information.
We hope you’re as excited as we are about the new Brand Block and Insignia! As always, if you have any questions about them or need anything else, don’t hesitate to ask your Provider Manager.
This resource provides information to help the Continuing Education Administrator (CEA) determine which course type they are registering as well as other tips related to registrations in the era of COVID-19. If you’re still unsure, please contact your Provider Manager during the planning process.
|Course Specifications||Type of Course|
Multi-session/multi-day course offering with live interactive sessions plus assignments outside of the classroom
|Asynchronous-only (i.e., pre-recorded webinar)||Individual (Self-Study)|
Live remote webinar (i.e., videoconferencing software) or live in-person session
|Combined pre-recorded webinar and live remote Q&A||A Blended course or two separate courses: depends on whether you can ensure there is sufficient opportunity for live interactions with the speaker before, during, and/or after pre-recorded portions.|
*If you’re recording any of the live sessions with the intent to offer ASHA CEUs, the recorded sessions must be registered as a separate Individual (self-study) course(s)
Intersections is published by:
ASHA Continuing Education staff with the assistance of a volunteer advisory panel of ASHA Approved CE Providers: Lisa Milliken (Select Rehab), Wayne Secord (Red Rock Publications), Donna Spillman Kennedy (Selective Mutism Anxiety Research & Treatment Center), Cory Tompkins (Career Improvement & Advancement Opportunities), and Mark Witkind (Witkind Associates)
Managing Editors: Joan Oberlin, Jo Ann Linseisen
Continuing Education Board Members:
Tanya Shores (chair), Sheila Bernstein, Shatonda Jones, Nan Liening, Tedd Masiongale, Raul Prezas, Katelyn Reilly, Anu Subramanian, Joanne Slater, Arlene Carney (Board of Directors liaison), Sharon Moss (Board of Directors liaison), and Jo Ann Linseisen (ex officio)