Sessions

Trauma resulting from the ongoing pandemic has brought forth the need for clinicians to distinguish between trauma-related limitations to learning and limitations resulting from an underlying learning disability. Spanish-English learning bilingual children have been disproportionately affected by COVID-19, further complicating the history of under- and over-diagnosis of learning disabilities in this community. This session will provide an overview of executive function and trauma-related impacts to learning. Attendees will learn practical strategies to incorporate into assessment and intervention, and how to integrate a framework of trauma-informed clinical care into the speech-language pathologist’s therapy room.

Traditionally, our prevalent understanding and approach to bilingualism has stemmed from homogenic, monoglossic views of language that do not align with the dynamic nature of bilingualism. This is particularly evident for bilingual children who are racially and linguistically minoritized, as their language practices are often viewed as deficient and incomplete across their named languages. Consequently, despite robust research indicating the value of bilingualism, bilingual children who are racially and linguistically minoritized often face discrimination because of how they speak. In this presentation, we will interrogate existing linguistic ideologies about bilingualism, discuss their origins, and describe the impact of these ideologies in our assessment and intervention of bilingual children. Then, we will reframe bilingualism through an asset-based lens that centers children’s authentic bilingual identities. We also will define translanguaging and how this framework can be implemented in assessment and intervention as an alternative, more equitable approach to promoting children’s bilingualism and positive self-identities. Finally, we will discuss how speech-language pathologists can advocate through policy and ideological shifts in their work settings. This presentation will serve as an initial spark to re-imagining bilingualism in the field.

As part of our Bilingual U program, we have collected information on how to debunk myths regarding bilingualism, understanding the second language acquisition process, and identifying characteristics unique to the bilingual school aged population. 

We currently have several tools in the bilingual toolkit for improving diagnostic decision making for children who use two languages in their daily lives. These tools which include both standardized measures, as well as clinical observation measures, language samples, and interviews together can provide critical information that leads to good diagnostic decisions. In this presentation, I review the standards for evaluating and selecting measures. I will present case studies that demonstrate the use of these measures and how they can be integrated to make a diagnostic decision.

This professional development training is part of the Bilingual U program. It will provide the participant with an overview of integrating legal regulations and ethical considerations into special education reports for English Learners (ELs). The presenter will provide an overview of Individuals with Disabilities Education Act (IDEA) regulations and best practices through case study applications.

The purpose of this session is to bring this powerful conference to a wrap, highlighting key themes of language rights and language justice, culturally sustaining practices, and best practices for all speech-language pathologists for serving bilingual and multilingual clients and families. This session will focus on attendees completing an action plan to apply their learning and reflection towards actionable change.