Defining ableism in speech pathology practice: A modified scoping review
Tracks
4
Advocacy
Cultural responsiveness
Diversity, Equity and Inclusion (DE&I)
Professional practice
Professional standards
| Saturday, June 14, 2025 |
| 3:10 PM - 3:20 PM |
Overview
Dr Suzanne Hopf and Kim O'Brien
Details
⏫ Research insights
⏲️ 3.10pm - 3.30pm
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 3.10pm - 3.30pm
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Dr Suzanne Hopf
Charles Sturt University
Defining ableism in speech pathology practice: A modified scoping review
3:10 PM - 3:30 PMPresentation summary
Background: Speech-language pathologists (SLPs) advocate to give people with disability a voice: eliminating ableism and creating safe inclusive spaces is central to this role. As a helping profession, understanding that SLP practices may perpetuate ableism can be confronting and viewed as an attack on one’s intentions (DeThorne & Gerlach-Houck, 2023). Central to safe practice is for clinicians to critically reflect on and question their evaluations, assumptions and prejudices, which is where ableism often lies (Larkin & Pepin, 2013). Despite recognition of the need to address ableist behaviours in society and the workplace, professional association guidance documents do not present a consistent collective understanding of ableism within the context of speech pathology.
Aim: To analyse how ableism is defined within speech pathology practice.
Method: A modified scoping review was undertaken applying the Preferred Reporting items for Systematic Reviews and Meta-analyses (PRISMA-ScR) guidelines (Page et al., 2020).
Results: Twenty-one articles underwent analysis. Eleven articles (52.38%) were from a single journal edition. Most were commentary (n=11, 57.14%) and from US authors (n=16, 76.19%). Where an article included participants these were mostly paediatric (85.71%) and involved ableism experienced by people who stutter or are autistic. Definitions of ableism were stated: (1) explicitly with supporting citations; (2) implicitly with supporting examples; and (3) indirectly. Foci of definitions identified similarities related to: beliefs, values, ideas and assumptions; discrimination and prejudice; and institutionalised and systemic ableism; however, differences were also evident.
Conclusion: A consensus definition of ableism in SLP practice does not exist. Adopting a consensus definition of ableism is crucial for supporting SLPs to consistently recognise and eliminate ableist behaviours, and for workplaces to actively embed anti-ableism frameworks into their systems, structures, and policies to create a more inclusive and equitable environment for all.
Aim: To analyse how ableism is defined within speech pathology practice.
Method: A modified scoping review was undertaken applying the Preferred Reporting items for Systematic Reviews and Meta-analyses (PRISMA-ScR) guidelines (Page et al., 2020).
Results: Twenty-one articles underwent analysis. Eleven articles (52.38%) were from a single journal edition. Most were commentary (n=11, 57.14%) and from US authors (n=16, 76.19%). Where an article included participants these were mostly paediatric (85.71%) and involved ableism experienced by people who stutter or are autistic. Definitions of ableism were stated: (1) explicitly with supporting citations; (2) implicitly with supporting examples; and (3) indirectly. Foci of definitions identified similarities related to: beliefs, values, ideas and assumptions; discrimination and prejudice; and institutionalised and systemic ableism; however, differences were also evident.
Conclusion: A consensus definition of ableism in SLP practice does not exist. Adopting a consensus definition of ableism is crucial for supporting SLPs to consistently recognise and eliminate ableist behaviours, and for workplaces to actively embed anti-ableism frameworks into their systems, structures, and policies to create a more inclusive and equitable environment for all.
Refrences
Note. References identified with a *** were part of the review data set.
American Speech-Language-Hearing Association. (n.d.). Communication About Autism: Considerations for ASHA Members. https://www.asha.org/practice-portal/clinical-topics/autism/communication-about-autism/
Australian Bureau of Statistics. (2017). Disability, Ageing and Carers, Australia: Summary of findings, 2015 (4430.0). https://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4430.0Main+Features872015?OpenDocument
Aveyard, H., Payne, S., & Preston, N. (2021). A post-graduate’s guide to doing a literature review in health and social care (2nd ed.). McGraw-Hill Education. https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=6821529
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Aromataris E, Lockwood C, Porritt K, Pilla B & Jordan Z. (2024). JBI Manual for Evidence Synthesis. Joanna Briggs Institute. Global https://jbi-global-wiki.refined.site/space/MANUAL
Blakeslee, S. (2004). The CRAAP Test. LOEX Quarterly, 31(3), Article 4. https://commons.emich.edu/loexquarterly/vol31/iss3/4
Campbell, F. K. (2013, June 6-8). Ableism: A theory of everything [Keynote for international conference]. Linking Concepts of Critical Ableism and Racism Studies with Research on Conflicts of Participation. University of Hamburg. https://disabilitystudies.nl/sites/default/files/ableism_a_theory_of_everything_keynote_f.pdf
Communication Hub. (n.d.). What is communication disability? Communication hub. https://www.communicationhub.com.au/Communication_Hub/Communication_Disability/What_is_communication_disability.aspx
***Constantino, C., Campbell, P., & Simpson, S. (2022). Stuttering and the social model. Journal of Communication Disorders, 96, 106200–106200. https://doi.org/10.1016/j.jcomdis.2022.106200
***Constantino, C. D., Manning, W. H., & Nordstrom, S. N. (2017). Rethinking covert stuttering. Journal of Fluency Disorders, 53, 26–40. https://doi.org/10.1016/j.jfludis.2017.06.001
***DeThorne, L. S., & Gerlach-Houck, H. (2023a). Resisting ableism in school-based speech-language therapy: An invitation to change. Language, Speech & Hearing Services in Schools, 54(1), 1–7. https://doi.org/10.1044/2022_LSHSS-22-00139
***DeThorne, L. S., & Gerlach-Houck, H. (2023b). Response to Lipari’s letter to the Editor regarding Gerlach-Houck & DeThorne’s (2023) forum: Resisting ableism in school-based speech-language services. Language, Speech & Hearing Services in Schools, 54(4), 1–1381. https://doi.org/10.1044/2023_LSHSS-23-00072
Dollaghan, C. A. (2007). The handbook for evidence-based practice in communication disorders. Paul H. Brookes Publishing.
***Donaldson, A. L., Corbin, E., Zisk, A. H., & Eddy, B. (2023). Promotion of communication access, choice, and agency for autistic students. Language, Speech & Hearing Services in Schools, 54(1), 140–155. https://doi.org/10.1044/2022_LSHSS-22-00031
***Donaldson, A. L. (2021). Disability in Speech and Hearing Sciences: Reflections on Representation. Perspectives of the ASHA Special Interest Groups, 6(3), 513-519. https://doi.org/https://doi.org/10.1044/2021_PERSP-20-00228
Friedman, C., Van Puymbrouck, L., & Gordon, Z. (2024). “Not seeing people as capable”: disability professionals’ mis/understandings of ableism. Journal of Applied Research in Intellectual Disabilities, 37(3), e13218–e13218. https://doi.org/10.1111/jar.13218
Fuentes, K., Hsu, S., Patel, S., & Lindsay, S. (2023). More than just double discrimination: a scoping review of the experiences and impact of ableism and racism in employment. Disability and rehabilitation, 46(4), 650-671. https://doi.org/10.1080/09638288.2023.2173315
Gerlach-Houck, H., & Constantino, C. D. (2022a). Resisting ableist practices in stuttering therapy. ASHA Leader, 27(3), 22–23. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/trade-journals/resisting-ableist-practices-stuttering-therapy/docview/2664912478/se-2
***Gerlach-Houck, H., & Constantino, C. D. (2022b). Interrupting ableism in stuttering therapy and research: Practical suggestions. Perspectives of the ASHA Special Interest Groups, 7(2), 357-374. https://doi.org/10.1044/2021_PERSP-21-00109
***Gerlach-Houck, H., & DeThorne, L. S. (2023). Resisting ableism: A personal response to complex questions. Language, Speech & Hearing Services in Schools, 54(1), 156–159. https://doi.org/10.1044/2022_LSHSS-22-00160
***Gerlach-Houck, H., Kubart, K., & Cage, E. (2023). Concealing stuttering at school: “When you can’t fix it…the only alternative is to hide it.” Language, Speech & Hearing Services in Schools, 54(1), 96–113. https://doi.org/10.1044/2022_LSHSS-22-00029
***Hyter, Y. D. (2022). Engaging in culturally responsive and globally sustainable practices. International Journal of Speech Language Pathology, 24(3), 239–247. https://doi.org/10.1080/17549507.2022.2070280
***Isaacs, D., & Swartz, L. (2022). Examining the understandings of young adult South African men who stutter: The question of disability. International Journal of Language & Communication Disorders, 57(6), 1304–1317. https://doi.org/10.1111/1460-6984.12755
Larkin, H. & Pepin, G. (2013). Becoming a reflective practitioner. In K. Stagnitti, A. M. M. Schoo & D. Welch (Eds.), Clinical and fieldwork placement in the health professions (2nd ed., pp. 31-42). Oxford University Press.
Levay, P., & Craven, J. (Eds.). (2019). Systematic searching: practical ideas for improving results. Facet.
Liamputtong, P. (Ed.). (2013). Research methods in health foundations for evidence-based practice (2nd ed.). Oxford University Press. https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=1986006
Lindsay, S., & Fuentes, K. (2022). It is time to address ableism in academia: A systematic review of the experiences and impact of ableism among faculty and staff. Disabilities, 2(2), 178-203. https://doi.org/10.3390/disabilities2020014
Lindsay, S., Fuentes, K., Ragunathan, S., Lamaj, L., & Dyson, J. (2023). Ableism within health care professions: A systematic review of the experiences and impact of discrimination against health care providers with disabilities. Disability and rehabilitation, 45(17), 2715-2731. https://doi.org/10.1080/09638288.2022.2107086
***Lipari, M. M. (2023). Comment on Gerlack-Houck & DeThorne (2023), “Resisting ableism: A personal response to complex questions.” Language, Speech & Hearing Services in Schools, 54(4), 1–1378. https://doi.org/10.1044/2023_LSHSS-23-00041
***Nair, V. K. K., Farah, W., & Cushing, I. (2023). A critical analysis of standardized testing in speech and language therapy. Language, Speech & Hearing Services in Schools, 54(2), 781–793. https://doi.org/10.1044/2023_LSHSS-22-00141
***Oates, M., & Bean, A. (2023). Qualitative analysis of the experiences and perspectives of autistic speech-language pathologists. American Journal of Speech-Language Pathology, 32(5), 1–2191. https://doi.org/10.1044/2023_AJSLP-22-00399
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & McGuinness, L. A. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. British Medical Journal, 372(71). https://doi.org/10.1136/bmj.n71
Peters, M. D. J., Godfrey, C., McInerney, P., Khalil, H., Larsen, P., Marnie, C., Pollock, D., Tricco, A. C., & Munn, Z. (2022). Best practice guidance and reporting items for the development of scoping review protocols. JBI Evidence Synthesis, 20(4), 953–968. https://doi.org/10.11124/JBIES-21-00242
***Politis, Y., Clemente, I., Lim, Z., & Sung, C. (2023). The development of the conversation skills assessment tool. Autism & Developmental Language Impairments, 8, 23969415231196063–23969415231196063. https://doi.org/10.1177/23969415231196063
***Reeves, N. A., Flynn, T. W., & Schuff, R. Z. (2023). Ableism to empowerment: Navigating school structures when working with students who stutter. Journal of Speech, Language, and Hearing Research, 54(1), 8–26. https://doi.org/10.1044/2022_LSHSS-22-00026
***Roberts, J. (2024). Ableism, code-switching, and camouflaging: A letter to the editor on Gerlach-Houck and DeThorne (2023). Language, Speech & Hearing Services in Schools, 55(1), 217–223. https://doi.org/10.1044/2023_LSHSS-23-00037
***Santhanam, S. P. (2023). An interactive and neurodiversity-affirming approach to communication supports for autistic students through videogaming. Journal of Speech, Language, and Hearing Research, 54(1), 120–139. https://doi.org/10.1044/2022_LSHSS-22-00027
***Shenker, R., Rodgers, N., Guitar, B., & Onslow, M. (2023). Contemporary clinical conversations about stuttering: Neurodiversity and ableism. Journal of Fluency Disorders, 78, 106014–106014. https://doi.org/10.1016/j.jfludis.2023.106014
***Sisskin, V. (2023). Disfluency-affirming therapy for young people who stutter: Unpacking ableism in the therapy room. Language, Speech & Hearing Services in Schools, 54(1), 114–119. https://doi.org/10.1044/2022_LSHSS-22-00015
Smith, L. (n.d.). #Ableism. Centre for Disability Rights. https://cdrnys.org/blog/uncategorized/ableism
Speech Pathology Australia. (n.d.). Swallowing awareness day. Speech Pathology Australia. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/News-media-campaigns/Campaigns/Swallowing-Awareness-Day.aspx
Speech Pathology Australia. (2021). Evidence-based practice for speech pathology Australia. [PDF document] Australasian Council of Deans of Health Sciences. https://acdhs.edu.au/wp-content/uplods/2021/07/EBP_speechpathologyinaustralia_16062021-3.pdf
Speech Pathology Australia. (2022). Speech pathology Australia’s submission to the joint standing committee on the national disability insurance scheme’s consultation: ‘The capability and culture of the NDIA’. Speech Pathology Australia. https://www.speechpathologyaustralia.org.au/Public/libraryviewer?ResourceID=666
Trybus, M. J., Breneman, D. L., & Gravett, E. O. (2019). Ableism, accessibility, and educational development: A disability studies perspective. New Directions for Teaching and Learning, 2019(158), 59–68. https://doi.org/10.1002/tl.20339
United Nations. (2006). Convention on the rights of persons with disabilities. Treaty Series, 2515, 3. https://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf
***Vidal, V. G., Wachholtz, D. P., Mattie, L. J., & DeThorne, L. S. (2023). It takes a community: How environmental systems construct (in)competence in autistic peer interactions. Language, Speech & Hearing Services in Schools, 54(1), 63–81. https://doi.org/10.1044/2022_LSHSS-22-00028
World Health Organization. (2022). Global report on health equity for persons with disabilities. Author. https://www.who.int/publications/i/item/9789240063600
American Speech-Language-Hearing Association. (n.d.). Communication About Autism: Considerations for ASHA Members. https://www.asha.org/practice-portal/clinical-topics/autism/communication-about-autism/
Australian Bureau of Statistics. (2017). Disability, Ageing and Carers, Australia: Summary of findings, 2015 (4430.0). https://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4430.0Main+Features872015?OpenDocument
Aveyard, H., Payne, S., & Preston, N. (2021). A post-graduate’s guide to doing a literature review in health and social care (2nd ed.). McGraw-Hill Education. https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=6821529
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Aromataris E, Lockwood C, Porritt K, Pilla B & Jordan Z. (2024). JBI Manual for Evidence Synthesis. Joanna Briggs Institute. Global https://jbi-global-wiki.refined.site/space/MANUAL
Blakeslee, S. (2004). The CRAAP Test. LOEX Quarterly, 31(3), Article 4. https://commons.emich.edu/loexquarterly/vol31/iss3/4
Campbell, F. K. (2013, June 6-8). Ableism: A theory of everything [Keynote for international conference]. Linking Concepts of Critical Ableism and Racism Studies with Research on Conflicts of Participation. University of Hamburg. https://disabilitystudies.nl/sites/default/files/ableism_a_theory_of_everything_keynote_f.pdf
Communication Hub. (n.d.). What is communication disability? Communication hub. https://www.communicationhub.com.au/Communication_Hub/Communication_Disability/What_is_communication_disability.aspx
***Constantino, C., Campbell, P., & Simpson, S. (2022). Stuttering and the social model. Journal of Communication Disorders, 96, 106200–106200. https://doi.org/10.1016/j.jcomdis.2022.106200
***Constantino, C. D., Manning, W. H., & Nordstrom, S. N. (2017). Rethinking covert stuttering. Journal of Fluency Disorders, 53, 26–40. https://doi.org/10.1016/j.jfludis.2017.06.001
***DeThorne, L. S., & Gerlach-Houck, H. (2023a). Resisting ableism in school-based speech-language therapy: An invitation to change. Language, Speech & Hearing Services in Schools, 54(1), 1–7. https://doi.org/10.1044/2022_LSHSS-22-00139
***DeThorne, L. S., & Gerlach-Houck, H. (2023b). Response to Lipari’s letter to the Editor regarding Gerlach-Houck & DeThorne’s (2023) forum: Resisting ableism in school-based speech-language services. Language, Speech & Hearing Services in Schools, 54(4), 1–1381. https://doi.org/10.1044/2023_LSHSS-23-00072
Dollaghan, C. A. (2007). The handbook for evidence-based practice in communication disorders. Paul H. Brookes Publishing.
***Donaldson, A. L., Corbin, E., Zisk, A. H., & Eddy, B. (2023). Promotion of communication access, choice, and agency for autistic students. Language, Speech & Hearing Services in Schools, 54(1), 140–155. https://doi.org/10.1044/2022_LSHSS-22-00031
***Donaldson, A. L. (2021). Disability in Speech and Hearing Sciences: Reflections on Representation. Perspectives of the ASHA Special Interest Groups, 6(3), 513-519. https://doi.org/https://doi.org/10.1044/2021_PERSP-20-00228
Friedman, C., Van Puymbrouck, L., & Gordon, Z. (2024). “Not seeing people as capable”: disability professionals’ mis/understandings of ableism. Journal of Applied Research in Intellectual Disabilities, 37(3), e13218–e13218. https://doi.org/10.1111/jar.13218
Fuentes, K., Hsu, S., Patel, S., & Lindsay, S. (2023). More than just double discrimination: a scoping review of the experiences and impact of ableism and racism in employment. Disability and rehabilitation, 46(4), 650-671. https://doi.org/10.1080/09638288.2023.2173315
Gerlach-Houck, H., & Constantino, C. D. (2022a). Resisting ableist practices in stuttering therapy. ASHA Leader, 27(3), 22–23. https://ezproxy.csu.edu.au/login?url=https://www.proquest.com/trade-journals/resisting-ableist-practices-stuttering-therapy/docview/2664912478/se-2
***Gerlach-Houck, H., & Constantino, C. D. (2022b). Interrupting ableism in stuttering therapy and research: Practical suggestions. Perspectives of the ASHA Special Interest Groups, 7(2), 357-374. https://doi.org/10.1044/2021_PERSP-21-00109
***Gerlach-Houck, H., & DeThorne, L. S. (2023). Resisting ableism: A personal response to complex questions. Language, Speech & Hearing Services in Schools, 54(1), 156–159. https://doi.org/10.1044/2022_LSHSS-22-00160
***Gerlach-Houck, H., Kubart, K., & Cage, E. (2023). Concealing stuttering at school: “When you can’t fix it…the only alternative is to hide it.” Language, Speech & Hearing Services in Schools, 54(1), 96–113. https://doi.org/10.1044/2022_LSHSS-22-00029
***Hyter, Y. D. (2022). Engaging in culturally responsive and globally sustainable practices. International Journal of Speech Language Pathology, 24(3), 239–247. https://doi.org/10.1080/17549507.2022.2070280
***Isaacs, D., & Swartz, L. (2022). Examining the understandings of young adult South African men who stutter: The question of disability. International Journal of Language & Communication Disorders, 57(6), 1304–1317. https://doi.org/10.1111/1460-6984.12755
Larkin, H. & Pepin, G. (2013). Becoming a reflective practitioner. In K. Stagnitti, A. M. M. Schoo & D. Welch (Eds.), Clinical and fieldwork placement in the health professions (2nd ed., pp. 31-42). Oxford University Press.
Levay, P., & Craven, J. (Eds.). (2019). Systematic searching: practical ideas for improving results. Facet.
Liamputtong, P. (Ed.). (2013). Research methods in health foundations for evidence-based practice (2nd ed.). Oxford University Press. https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=1986006
Lindsay, S., & Fuentes, K. (2022). It is time to address ableism in academia: A systematic review of the experiences and impact of ableism among faculty and staff. Disabilities, 2(2), 178-203. https://doi.org/10.3390/disabilities2020014
Lindsay, S., Fuentes, K., Ragunathan, S., Lamaj, L., & Dyson, J. (2023). Ableism within health care professions: A systematic review of the experiences and impact of discrimination against health care providers with disabilities. Disability and rehabilitation, 45(17), 2715-2731. https://doi.org/10.1080/09638288.2022.2107086
***Lipari, M. M. (2023). Comment on Gerlack-Houck & DeThorne (2023), “Resisting ableism: A personal response to complex questions.” Language, Speech & Hearing Services in Schools, 54(4), 1–1378. https://doi.org/10.1044/2023_LSHSS-23-00041
***Nair, V. K. K., Farah, W., & Cushing, I. (2023). A critical analysis of standardized testing in speech and language therapy. Language, Speech & Hearing Services in Schools, 54(2), 781–793. https://doi.org/10.1044/2023_LSHSS-22-00141
***Oates, M., & Bean, A. (2023). Qualitative analysis of the experiences and perspectives of autistic speech-language pathologists. American Journal of Speech-Language Pathology, 32(5), 1–2191. https://doi.org/10.1044/2023_AJSLP-22-00399
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & McGuinness, L. A. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. British Medical Journal, 372(71). https://doi.org/10.1136/bmj.n71
Peters, M. D. J., Godfrey, C., McInerney, P., Khalil, H., Larsen, P., Marnie, C., Pollock, D., Tricco, A. C., & Munn, Z. (2022). Best practice guidance and reporting items for the development of scoping review protocols. JBI Evidence Synthesis, 20(4), 953–968. https://doi.org/10.11124/JBIES-21-00242
***Politis, Y., Clemente, I., Lim, Z., & Sung, C. (2023). The development of the conversation skills assessment tool. Autism & Developmental Language Impairments, 8, 23969415231196063–23969415231196063. https://doi.org/10.1177/23969415231196063
***Reeves, N. A., Flynn, T. W., & Schuff, R. Z. (2023). Ableism to empowerment: Navigating school structures when working with students who stutter. Journal of Speech, Language, and Hearing Research, 54(1), 8–26. https://doi.org/10.1044/2022_LSHSS-22-00026
***Roberts, J. (2024). Ableism, code-switching, and camouflaging: A letter to the editor on Gerlach-Houck and DeThorne (2023). Language, Speech & Hearing Services in Schools, 55(1), 217–223. https://doi.org/10.1044/2023_LSHSS-23-00037
***Santhanam, S. P. (2023). An interactive and neurodiversity-affirming approach to communication supports for autistic students through videogaming. Journal of Speech, Language, and Hearing Research, 54(1), 120–139. https://doi.org/10.1044/2022_LSHSS-22-00027
***Shenker, R., Rodgers, N., Guitar, B., & Onslow, M. (2023). Contemporary clinical conversations about stuttering: Neurodiversity and ableism. Journal of Fluency Disorders, 78, 106014–106014. https://doi.org/10.1016/j.jfludis.2023.106014
***Sisskin, V. (2023). Disfluency-affirming therapy for young people who stutter: Unpacking ableism in the therapy room. Language, Speech & Hearing Services in Schools, 54(1), 114–119. https://doi.org/10.1044/2022_LSHSS-22-00015
Smith, L. (n.d.). #Ableism. Centre for Disability Rights. https://cdrnys.org/blog/uncategorized/ableism
Speech Pathology Australia. (n.d.). Swallowing awareness day. Speech Pathology Australia. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/News-media-campaigns/Campaigns/Swallowing-Awareness-Day.aspx
Speech Pathology Australia. (2021). Evidence-based practice for speech pathology Australia. [PDF document] Australasian Council of Deans of Health Sciences. https://acdhs.edu.au/wp-content/uplods/2021/07/EBP_speechpathologyinaustralia_16062021-3.pdf
Speech Pathology Australia. (2022). Speech pathology Australia’s submission to the joint standing committee on the national disability insurance scheme’s consultation: ‘The capability and culture of the NDIA’. Speech Pathology Australia. https://www.speechpathologyaustralia.org.au/Public/libraryviewer?ResourceID=666
Trybus, M. J., Breneman, D. L., & Gravett, E. O. (2019). Ableism, accessibility, and educational development: A disability studies perspective. New Directions for Teaching and Learning, 2019(158), 59–68. https://doi.org/10.1002/tl.20339
United Nations. (2006). Convention on the rights of persons with disabilities. Treaty Series, 2515, 3. https://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf
***Vidal, V. G., Wachholtz, D. P., Mattie, L. J., & DeThorne, L. S. (2023). It takes a community: How environmental systems construct (in)competence in autistic peer interactions. Language, Speech & Hearing Services in Schools, 54(1), 63–81. https://doi.org/10.1044/2022_LSHSS-22-00028
World Health Organization. (2022). Global report on health equity for persons with disabilities. Author. https://www.who.int/publications/i/item/9789240063600
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Dr. Suzanne C. Hopf is Course Director (Speech Pathology) and Senior Lecturer at Charles Sturt University, Australia. An Australian-Fijian citizen based in Fiji, Suzanne’s publications and presentations describe how the contextually unique barriers and facilitators for supporting people with communication disability are created and reinforced by individual, community, and societal factors. Dr. Hopf’s Communication Capacity Research and Culturally Responsive Teamwork frameworks provide starting points for developing evidence-informed and culturally responsive communication specialist services in unserved areas of the world.
Mrs Kimberley O'Brien
South Melbourne Speech Clinic (sole Trader)
Defining ableism in speech pathology practice: A modified scoping review
3:10 PM - 3:30 PM**********
Session chair
Asta Fung
Charles Sturt University
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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