Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children
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What is the purpose of this episode and how can listeners earn CEUs?
Welcome to SLP Nerdcast, your
favorite
professional resource for evidence-based
practice in speech
language pathology. I'm
Kate Grantwa, and I'm Amy Wonka. We are both speech language pathologists working in the field and co-founders of SLP Nerdcast. Each episode of this podcast is a course offered for Ash's
CEUs. Our podcast audio courses are here to help you level up your knowledge and earn those professional development hours that you need. This course, plus the corresponding short post, is equal to one certificate of attendance. To earn CEUs today and take the post test after this session, follow the link provided
in the show notes or head to slpnerdcast.com. Before we get started, one quick disclaimer. Our courses are not meant to replace clinical advice. We do not endorse products, procedures, or other services mentioned by our guests unless otherwise specified. We hope you enjoy the course.
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Hello, everyone. Welcome to SLP Nerdcast. I am so excited for today's episode. I am here with a repeat guest who has been on the podcast before to teach us so many things about linguistic ideology. I am joined today by Dr. Chelsea Prevet, who is here to talk to us about models of disability. Welcome, Chelsea.
Thank you so
much. I'm so happy to be here. So before we get started, for those um of for people in our audience who haven't heard some of your other work, can you start by telling us a little bit about yourself?
Yes, I am an assistant professor at the University of Texas at Austin. Um, and my work is really about improving the experiences of marginalized communities who Um, are receiving services in speech language and hearing. Um and I focus on educational settings, particularly in early childhood education. Um And so I kind of paint that broad picture because for me that includes a lot of things from Um how we are including um these concepts in the curriculum to how we are assessing young children um who Have marginalized linguistic um and cultural backgrounds um Two Um storytelling and working with teachers and so all of all of the things.
I'm so looking forward to this conversation. Every time I talk to you, I learn so much. Um, and one of the things I love about your work, actually, before we hit the record button, I kind of fangirled over you for a hot minute about your writing because it's it's so, so good. Uh and you bring so much um really needed perspective to our field. So I'm very much looking forward to today's conversation, as I'm sure everyone who is listening is. Before we get started, I do need to read our learning objectives aloud. So I will get through that as quickly as I can. Learning objective number one: describe the differences between the medical, social, and critical or radical models of disability. Learning objective number two, describe the difference between impairment and disability.
And learning objective number three, describe Black disability politics and how this impacts the work of speech language pathologists. For anyone listening who is interested in using this episode for Ash's CEUs, you will be expected to demonstrate learning knowledge gains related to these three learning objectives in our post-test. You can find the link to the post test in the show notes. Uh for anyone who is interested in learning more about the financial and non-financial disclosures or any course disclosures related to myself, the course, or Chelsea, all of that information is listed on our website.
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