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Increasing numbers of Hispanic immigrants are entering the US and learning American–English (AE) as a second language (L2). Previous studies investigating the relationship between AE and Spanish vowels have revealed an advantage for early L2 learners for their accuracy of L2 vowel perception. Replicating and extending such previous research, this study examined the patterns with which early and late Spanish–English bilingual adults assimilated naturally-produced AE vowels to their native vowel inventory and the accuracy with which they discriminated the vowels. Twelve early Spanish–English bilingual, 12 late Spanish–English bilingual, and 10 monolingual listeners performed perceptual-assimilation and categorical-discrimination tasks involving AE /i,ɪ,ε,ʌ,æ,ɑ,o/. Early bilinguals demonstrated similar assimilation patterns to late bilinguals. Late bilinguals’ discrimination was less accurate than early bilinguals’ and AE monolinguals’. Certain contrasts, such as /æ-ɑ/, /ʌ-a/, and /ʌ-æ/, were particularly difficult to discriminate for both bilingual groups. Consistent with previous research, findings suggest that early L2 learning heightens Spanish–English bilinguals’ ability to perceive cross-language phonetic differences. However, even early bilinguals’ native-vowel system continues to influence their L2 perception.

Background: Although a number of international cleft organizations and cleft professionals in low- and middle-income countries (LMICs) have built and supported comprehensive cleft care and speech therapy models to address the shortage of speech services in LMICs, the specific speech needs of individuals with cleft lip and palate (CLP) in such countries remain unknown. The objective of this study was to evaluate the barriers to accessing speech services for patients with CLP as well as the resources and models of speech services that are currently available for individuals with CLP in LMICs, with the goal of better understanding the needs of this population. Methods: Qualitative and quantitative methods consisted of Smile Train partner surveys that were distributed June 25th to July 31st, 2018 worldwide. Surveys were distributed through Smile Train's online medical database, Smile Train Express, which every Smile Train partner uses to report their Smile Train sponsored treatment outcomes. A total of 658 Smile Train partners responded to the surveys. Respondents included surgeons, speech therapists, orthodontists, administrators and nurses who represented non-governmental organizations, hospitals (private or public), hospital groups, and private clinics. Results: Results indicated that lack of resources, including access to local speech providers and language materials, as well as financial constraints such as patient travel and speech treatment costs, are the most commonly reported barriers to accessing speech services across all geographic regions surveyed. Conclusions: Improving access to CLP speech services in LMICs may require strategies that address lack of speech providers, language materials, and financial constraints.

International opportunities for speech language pathologists and audiologists are on the rise. Opportunities range from single trips offering clinical services to long-term commitments including developing speech-language treatment programs in developing countries. This article provides a brief overview of the types of international programs available. It then focuses on international opportunities for speech-language pathology students with a particular focus on the authors' international programs in Bolivia and Ghana.

Purpose A shortage of speech-language pathologists (SLPs) with expertise in cleft lip and palate (CLP) care exists in the United States and worldwide. Limited educational and clinical preparation can result in ineffective intervention for individuals with CLP. Yet, comprehensive cleft care is a requisite for patients who require such services from SLPs. It is critical that practitioners possess the necessary knowledge and skills. In response to the shortage of qualified personnel, the authors developed an online cleft palate self-study course. This clinical focus article discusses the development process and provides a description of the video tutorials. A preliminary examination of the effectiveness of the tutorials via a quasi-experimental study was conducted with a group of 25 graduate students who had not taken an undergraduate or graduate course that either exclusively or partially covered the topic of CLP. Conclusion Initial investigation of the tutorials via quasi-experimental assessment and feedback from consumers suggests that this resource may serve as an alternative and/or supplemental tool for the education of SLPs, parents, and allied professionals.

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This study aimed to examine self-efficacy as graduate students gained clinical skills during an intensive international cleft lip and palate (CLP) clinical practicum. A total of 17 graduate students in the Communication Sciences and Disorders program at Teachers College (TC), Columbia University, participated in a CLP clinical practicum for 5 days and completed a self-efficacy survey that measured their confidence in evaluation, treatment, and professional behavior at the beginning and end of their CLP clinical practicum. Clinical supervisors answered questions regarding graduate students’ performance at the end of their CLP clinical practicum. A significant pre-to-post-practicum group effect was found for all dependent variables under the self-efficacy evaluation and treatment categories. Supervisors’ perceptions of students’ initial performance and progression were overall consistent with the students’ ratings of self-efficacy. This intensive practicum program for CLP may be an effective way to increase graduate students’ experiences in working with children with CLP.

Purpose Although efforts have been made in Ghana to include children with disabilities in mainstream society, children continue to face barriers to education, rehabilitation, and support services. This article describes collaborative efforts made by the authors, U.S. speech-language pathologists, and a Ghanaian special educator to improve communication skills and academic opportunities for children with intellectual and developmental disabilities. Such initiatives include bringing alternative and augmentative communication into the classroom and establishing activities that promote linguistic concepts and literacy skills. Conclusion This article is an effort to provide a service delivery model for speech-language pathologists and professionals working in low- and middle-income countries. In addition to the authors' efforts described in the article, this also highlights national initiatives that have improved the services for children with intellectual and developmental disabilities in Ghana.