Native american and worldwide indigenous cultures

Westby, Carol; Inglebret, Ella

doi:10.1016/b978-0-323-06699-0.00014-5

Cited by 9 publications

(7 citation statements)

References 42 publications

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“…Unlike standardized evaluations which focus on normative comparisons that are often invalid or that have yet to be validated to the CLD population, dynamic assessment focuses on the child as a learner, the child’s ability to change in response to a mediated learning experience, and the most appropriate instructional strategies for successful learning and outcomes (Lidz & Peña, 1996). A language sample consists of obtaining a collection of the child’s functional communication skills in their natural setting (Westby & Inglebret, 2012). A language sample yields rich, comprehensive information about how the child incorporates domains of language in their language(s) and dialect(s) and can be critical to differential diagnosis for multilingual children (Leadholm & Miller, 1994; Prath, 2018).…”

Section: Evaluation Proceduresmentioning

confidence: 99%

A Retrospective Review of Communication Evaluation Practices of Young Latinx Children

Huerta

Cycyk

Sanford-Keller

et al. 2021

Journal of Early Intervention

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A retrospective review of initial early intervention and early childhood special education (EI/ECSE) evaluation reports was completed to identify practices specific to the evaluation of Latinx children’s communication development. A records abstraction approach employed entailed a random selection of 294 EI/ECSE evaluation reports completed in Oregon with Latinx children with communication concerns. The reports were coded for documentation of background information, evaluation procedures, and eligibility decisions. Quantitative and qualitative analyses were completed to identify common evaluation practices. Adequate evaluation practices documented included the use of a multidisciplinary evaluation team, administration of multiple evaluation measures, and provision of basic information on children’s language background. EI/ECSE providers did not consistently specify children’s language exposure/use, denote the language of the evaluation, prioritize appropriate assessment measures, and indicate attention to cultural and linguistic differences when determining eligibility. Recommendations for decreasing bias in the evaluation of Latinx children and culturally and linguistically diverse (CLD) populations more broadly are offered.

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Section: Evaluation Proceduresmentioning

confidence: 99%

A Retrospective Review of Communication Evaluation Practices of Young Latinx Children

Huerta

Cycyk

Sanford-Keller

et al. 2021

Journal of Early Intervention

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“…Conventions around the use of terminology such as Indigenous, First Nations, Aboriginal and/or Torres Strait Islander, Inuit and Metis, little “d” deaf and big “D” Deaf, d/Deaf, Sign Language Peoples, hard-of-hearing and deafness have developed over time but these terms, and the meanings attached to them, continue to be contested (Kusters, De Meulder, and O’Brien 2017; Westby and Inglebret 2012). We recognize that the use of any such terminology homogenizes and simplifies what are fluid, intersectional, personal and social, and therefore complex experiences (Ruiz-Williams et al 2015).…”

Section: Terminology Conventions and The Construction Of Meaningmentioning

confidence: 99%

Indigenous and Deaf People and the Implications of Ongoing Practices of Colonization: A Comparison of Australia and Canada

Bone

Wilkinson

Ferndale³

et al. 2021

Humanity & Society

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In the growing field of colonial and anti-colonial research, many parallels have been drawn between Westernized countries including Australia and Canada. In both of these countries, there is considerable academic, community and governmental recognition of historic, and continuing, colonizing of Indigenous peoples and the subsequent impacts on Indigenous cultures. Terms such as transgenerational trauma and intergenerational trauma give language to the ongoing impact of colonization on communities, which in turn serves to legitimize the need for mental wellbeing supports and associated funding. However, there are other minority communities that are similarly oppressed and colonized but do not experience the same legitimization. One such community is the Deaf community. Deaf people continue to experience systemic oppression and colonization within our hearing centric society. Building on the work of Batterbury, Ladd and Gulliver (2007), we extend discussions on the parallels between Indigenous and Deaf communities of Australia and Canada, drawing on the established and commonly discussed link between the impact of racism and colonization on (mental) health. We connect these discussions to modern instances of colonization including the aspect of deaf education to illustrate a “living” mechanism through which colonization continues to impact mental wellbeing in the broader Deaf community.

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“…Inglebret, a speech-language pathologist, and CHiXapkaid, an educator and Skokomish tradition bearer, have employed a version of the PRECEDE-PROCEED framework in developing a languageliteracy program for indigenous students in the Pacifi c Northwest of the US (cited in Westby & Inglebret, 2012). Native American students have been one of the lowest performing minority groups in America with regards to attrition rates and standardized test scores.…”

Section: An Example Of Changementioning

confidence: 99%

“…In collaboration with tribal members, public schools, and the Northwest Indian Fisheries Commission, Inglebret and CHiXapkaid have been involved in the development and implementation of The Shadow of the Salmon multiliteracies curriculum (Northwest Indian Fisheries Commission, 2009). (A multiliteracies approach to literacy incorporates culturally-relevant language and themes in multimodal ways of making meaning where the written word is part and parcel of visual, audio, and spatial patterns (Westby, 2010;Westby & Inglebret, 2012)). In the Pacifi c Northwest, the salmon has played a key role in the lives of indigenous communities throughout historic and contemporary times.…”

Section: An Example Of Changementioning

confidence: 99%

Implementing recommendations of the World Report on Disability for indigenous populations

Westby

2012

International Journal of Speech-Language Pathology

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Typically, the types of services provided for people with communication disorders (PWCD) and the ways the services are provided have been designed for dominant populations in the Minority World. If services are to be truly accessible and equitable, they must be designed to account for cultural variations in beliefs, needs, and desires of PWCD and their families. This article describes the health conditions that put indigenous populations at particular risk for communicative disorders and gives examples of ways in which speech-language pathologists (SLPs) have addressed the recommendations of the World Report on Disability when working with PWCD in indigenous communities in Minority World countries.

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Native american and worldwide indigenous cultures

Cited by 9 publications

References 42 publications

A Retrospective Review of Communication Evaluation Practices of Young Latinx Children

A Retrospective Review of Communication Evaluation Practices of Young Latinx Children

Indigenous and Deaf People and the Implications of Ongoing Practices of Colonization: A Comparison of Australia and Canada

Implementing recommendations of the World Report on Disability for indigenous populations

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