The Spanish-english
Bilingual SLP
How can I advocate and make a change?
As you commit to your role of being a great SLP, there might be times when you have questions, feel like you're stuck, or don't have the support you need to serve your bilingual caseload. Evolving as clinicians includes facing and overcoming barriers and making a difference in your work environment. Here are some questions you might face in the process:
There's only one Spanish standardized test where I work, how can I complete an appropriate assessment?
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Remember that our goal is to have both formal and mostly informal assessments to gather all the necessary data. If you need a standardized assessment because it includes a specific population in the norms or there's research supporting the use of this tool, you could request it from your superior. If you're not able to attain this preferred standardized test, remember you don't need a standard score to justify services and that you can complete your assessment using informal assessments tasks like the ones discussed in this resource webpage.
"I don't know how to speak Spanish and do not have the skills to complete a bilingual assessment, but I am the only clinician at work"
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If you don't have the skills, training, or education to complete a Spanish bilingual evaluation, you should NOT complete it! To ensure best practices, we should reach out to the administration and request a bilingual clinician, or interpreter that could support you in the assessment process.
"Most of the families I interview are uncomfortable talking about their immigration status."
It is very important to understand the difference between immigration status and immigration history. As we talk with our parents and gather all the important information, it its crucial to ask about their immigration history. Immigration history includes details about when the family first moved to the US, if they are first or second generation immigrants, when they were exposed to English, etc. Immigration status information is NOT necessary for the evaluation interview.
How can I work with an interpreter?
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Usually, work settings have established guidelines to request an interpreter. After you request an interpreter, you should prepare to collaborate with this professional. When working with an interpreter, you are still responsible for planning the evaluation session, selecting culturally relevant materials, and providing quality and appropriate services. The American Speech-Language-Hearing Association provides additional information and resources for working with interpreters.
What should I say to request support from administrators?
The Individuals with Disabilities Education Act (2004), provides a free, appropriate, public education for all children with disabilities, including speech, language, and hearing disorders. If you face problems with your administrators or supervisors when requesting resources (testing materials, interpreters/translators, or other tools), you should remember that the IDEA law Part B regulations supports our profession and the process of appropriately evaluating culturally and linguistically diverse students. These regulations include using assessment materials that are not racially or culturally discriminatory and using assessment materials in the child's native language or other mode of communication (translators). Also, IDEA states that a child must not be determined to be a child with a disability if the determinant factor is limited English proficiency. Parents are entitled to an interpreter at the individualized education program (IEP) meeting if needed to support their understanding, and that the language needs of the child must be considered when developing their treatment goals. It is our responsibility as clinicians to develop the knowledge and skills to provide culturally and linguistically appropriate services and to advocate for any necessary resources. You can always use this information to justify or request any service, tool, or assessment materials.
The American Speech-Language-Hearing Association has some more information about the IDEA (2004) law here.
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You can also read about your own state laws or our scope of practice here.
As a clinician, you should make sure that you are prepared to provide quality services and assessments for this community. You can advocate for this community by collaborating with teachers and other school personal and making sure information is accesible to parents, making sure that students are receiving quality education that accommodate to their language needs, and celebrating and promoting cultural and linguistic diversity.
How can I advocate for the Spanish bilingual community at work?
