Davis-McFarland Elise
Trident Technical College, Charleston, SC, USA.
Lang Speech Hear Serv Sch. 2008 Apr;39(2):199-213. doi: 10.1044/0161-1461(2008/020).
This article presents a rationale for speech-language pathologists (SLPs) to provide culturally competent evaluation, diagnostic, and intervention services for children with oral motor, swallowing, and feeding disorders in school settings. There is also a discussion of how changing American public school demographics necessitate the consideration of cultural issues and family-focused approaches to dysphagia services.
This article provides an overview of cultural, religious, and health beliefs of several ethnic groups, as well as information on the dynamics and requirements of cultural competence and family-focused intervention. Ethnographic interviewing is presented as a culturally sensitive diagnostic method. Information on structuring a culturally relevant individualized educational program process is provided. Guidance in the use of interpreters and translators is also offered.
Attention to cultural and family issues in the diagnosis and treatment of dysphagia in a school setting optimizes the opportunities for successful outcomes and better meets the needs of children and families from culturally/linguistically diverse backgrounds.
本文阐述了言语语言病理学家(SLP)在学校环境中为患有口腔运动、吞咽和喂养障碍的儿童提供具有文化胜任力的评估、诊断和干预服务的基本原理。还讨论了美国公立学校人口结构的变化如何使得在吞咽障碍服务中必须考虑文化问题和以家庭为中心的方法。
本文概述了几个种族群体的文化、宗教和健康信仰,以及文化胜任力和以家庭为中心的干预的动态情况和要求。人种志访谈作为一种具有文化敏感性的诊断方法被提出。提供了关于构建与文化相关的个性化教育计划流程的信息。还提供了使用口译员和笔译员的指导。
在学校环境中,关注吞咽障碍诊断和治疗中的文化及家庭问题能优化取得成功结果的机会,并更好地满足来自文化/语言背景多样的儿童和家庭的需求。