ASHA Learning Pass

This session discusses curriculum-based literacy demands and the interests of adolescents who are from varying culturally and linguistically diverse backgrounds. SLPs can bridge the gap between the classroom and academic success by providing key language strategies to enhance students’ learning. The speaker shares actionable steps to promote students’ access and engagement in literacy by developing an intervention plan that promotes a culturally and linguistically supportive setting.

This course is a recorded session from the 2022 ASHA Schools Connect online conference.

Related Courses

View all courses from the 2022 Schools Connect online conference.

Learning Outcomes
You will be able to:

• Identify key barriers adolescents may experience when engaging in curriculum-based instruction through literacy 
• Explain SLPs’ role in creating a culturally responsive setting for literacy development in a school-based setting 
• Create a culturally responsive lesson plan for literacy development with culturally and linguistically diverse adolescents

DEI Professional Development Requirement

This course counts toward the ASHA certification maintenance professional development requirement for DEI (which encompasses cultural competency; cultural humility; culturally responsive practice; and diversity, equity, and inclusion). See more courses that count toward this requirement or read more about professional development requirements for certification maintenance.

Presenter Information

Kyomi Gregory, PhD, CCC-SLP, is an Assistant Professor at Pace University in the Communication Sciences and Disorders department. Her undergraduate degree major was in Communication Sciences and Disorders and she completed a double minor in Black Studies and Linguistics from SUNY-New Paltz. She obtained her master’s degree at University of Buffalo and her PhD from Louisiana State University. For her dissertation she examined assessment of children from culturally and linguistically diverse backgrounds that speak non-mainstream dialects such as African American English and Southern White English and explored the use of teacher ratings. She has been a practicing speech-language pathologist for the last 15 years working with both children and adults. Dr. Gregory worked for the New York City Board of Education in Brooklyn, New York prior to entering her PhD program. She is currently the member at large for the coordinating committee for SIG 1, Language Learning and Education. In addition, she currently serves on the board of directors for the National Black Association of Speech-Language Hearing (NBASLH) and she is the topic area expert in non-mainstream dialects, cultural humility, and awareness for The Informed SLP.

Financial Disclosures:

• Financial compensation from ASHA for this presentation;
• Salaried Assistant Professor in the Communication Sciences and Disorders Program at Pace University
• Topic area expert for non-mainstream dialects, cultural humility, and cultural awareness for The Informed SLP

Nonfinancial Disclosures:

• Member of ASHA SIG 1 (Language Learning and Education) coordinating committee
• Board of Directors for the National Black Association for Speech-Language and Hearing (NBASLH)

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by the end date below.

Program History and CE Information

Online conference dates: July 13–25, 2022
End date: May 31, 2028

This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).