A DisCrit-Informed Critique of the Difference vs. Disorder Approach in Speech-Language Pathology

Yu, Betty; Epstein, Laura; Tisi, Vivian

doi:10.4018/978-1-7998-7134-7.ch006

Cited by 13 publications

(4 citation statements)

References 101 publications

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“…Much like other allied health fields, the profession of speech–language pathology has historically adopted the MM of autism and disability (Abrahams et al, 2019; St. Pierre & St. Pierre, 2018; Straus, 2013; Yu et al, 2021). Although the term neurodiversity emerged in 1999 (Singer, 1999), substantive reference to the NP did not appear in ASHA publications until nearly two decades later, in an article by Donaldson et al (2017).…”

Section: Neurodiversity and Speech–language Pathologymentioning

confidence: 99%

“I Have a Different Perspective as I Am Working Through This”

DeThorne,

Pierce,

Rang

et al. 2024

Topics in Language Disorders

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Purpose: Whereas the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) characterizes autism as a neurological disorder typified by impairment in social communication and restricted interests/repetitive behaviors (American Psychiatric Association, 2013), the neurodiversity paradigm focuses on autism as a form of neurological diversity that may be central to a person's identity. The purpose of this study was to pilot the Autism Understanding Tool for Introspection and Evaluation (AUTIE) as a means to encourage and examine speech–language pathologists' (SLPs) reflections on autism. Methods: We utilized purposeful maximum variation sampling to recruit nine SLPs (one being a graduate student) and administered a “think aloud” procedure with video conferencing to elicit their reflections while taking the AUTIE. Participant reflections were analyzed using three sequential phases of inductive thematic analysis. Results: The analysis of 270 self-reflective comments led to eight key themes that were each associated with comments from four or more of the nine participating SLPs: (a) acknowledgment of divergent perspectives, (b) specification of environmental barriers, (c) importance of autistic identity, (d) questioning the concept of normality, (e) resolving tensions through person-centered care, (f) integrating multiple forms of expertise, (g) parallels with other marginalized identities, and (h) changes in views over time. We contextualized the themes by embedding examples within analytic narratives from two autistic SLP participants Conclusion: Results supported use of the AUTIE as a tool to elicit meaningful reflection about the divergent and evolving views of autism. Implications focused on the need to address this complex landscape both within our individualized clinical practice and our professional field at large.

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Section: Neurodiversity and Speech–language Pathologymentioning

confidence: 99%

“I Have a Different Perspective as I Am Working Through This”

DeThorne,

Pierce,

Rang

et al. 2024

Topics in Language Disorders

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“…Here, girls of color labeled with significant cognitive disabilities and their families are positioned as experts leading/co-leading multimodal discourse access considerations so that the design, development, and implementation are “both accessible and responsive” (Foley & Ferri, 2012, p. 199), rather than tailored to district conveniences and/or school personnel comfort. Furthermore, optimal multimodal communication supports, technologies, and tools are person- and family-centered and change over time as necessary (Yu et al, 2021). In summary, girls of color labeled with significant cognitive disabilities ought to be afforded ample opportunities to experiment with and use varied multimodal communication supports, technologies, and tools consistently, ones that incorporate their multilingualism authentically.…”

Section: Discussionmentioning

confidence: 99%

Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities

Miller

2022

Research and Practice for Persons with Severe Disabilities

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The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences.

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“…Biased and racist testing utilized in schools are often justified for labelling Black and Brown children as having disabilities and pushing them into school to prison pipeline (Annamma, Morrison, & Jackson, 2014). Whilst discussions on the relationship between standardized testing, racism and disability have occurred in the field of special education (Annamma, Connor & Ferri, 2013), how standardized testing is utilized to construct disability is rarely discussed in speech and language therapy (Yu et al 2021). This is crucial because speech and language therapy as a profession is built to remediate disorders and pathologies of speech, language, and communication.…”

Section: Standardized Testing In Speech and Language Therapymentioning

confidence: 99%

A Critical Analysis of Standardized Testing in Speech and Language Therapy

Nair

Farah

Cushing

2023

LSHSS

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Purpose: This review article critically interrogates the history and the current practice of standardized assessment in speech and language therapy. Speech and language assessments utilizing standardized linguistic norms are a critical tool for constructing disability and controlling disabled individuals. Such practices are rooted in a medical model of disability where the linguistic practice(s) of the individual is pathologized to create normalcy and disorder. Method: We examine how these practices are anchored in eugenics and the racist logics of intelligence testing in which racialized populations were rendered as linguistically and biologically inferior. Results: This review article shows how ideologies governing standardized assessments are influenced by racism, ableism, and the nation-state and serve as foundational mechanisms to enable surveillance and capital production. It demonstrates how standard language ideologies are central to standardized testing. Speech and language therapy practices upholding these ideologies contribute to unrestrained wealth generation for the testing industry. Conclusions: The review article ends with a call for clinicians, educators, and researchers to critically examine the relationship between standardized assessment, race, disability, and capitalism in speech-language therapy. This process will contribute toward dismantling the hegemonic role of standardized assessment in oppression and marginalization of speech and language−disabled individuals.

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A DisCrit-Informed Critique of the Difference vs. Disorder Approach in Speech-Language Pathology

Cited by 13 publications

References 101 publications

“I Have a Different Perspective as I Am Working Through This”

“I Have a Different Perspective as I Am Working Through This”

Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities

A Critical Analysis of Standardized Testing in Speech and Language Therapy

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