This article will focus on the work, challenges, and experiences of three American Speech-Language-Hearing Association (ASHA) Ad Hoc Committees that are collaborating in a project between ASHA and the Pan American Health Organization/Regional Office for the Americas of the World Health Organization (PAHO/WHO), known as the ASHA-PAHO/WHO project. Their charge, to provide technical assistance on educational initiatives and the delivery of high quality speech- language-pathology/audiology services in three of PAHO's priority countries in Latin America, El Salvador, Honduras and Guyana, is being addressed by ASHA professionals as they share their participation in the implementation phase in these three countries.

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This article will provide a discussion of the innovative ways ASHA is collaborating with the Pan American Health Organization (PAHO) to improve the delivery of high quality SLP/A services in three of the most impoverished countries in Latin America, Guyana, El Salvador, and Honduras. The ASHA Board of Directors (BOD) established a Strategic Pathway to Excellence with an objective to “Strengthen Strategic Relationships” by engaging with organizations to support ASHA's mission and expand influence worldwide (ASHA, 2012). One priority was to identify opportunities to collaborate with the World Health Organization (WHO). Therefore, BOD approved a joint collaboration project between ASHA and the PAHO, Regional Office for the Americas of the World Health Organization (PAHO/WHO), known as the ASHA-PAHO/WHO project.

This article encourages educators and speech-language pathologists to look beyond the language of African American English speakers for an explanation of the Black-White achievement gap in education. A brief historical overview shows that the attention to the performance of African American children in school began many years ago but gained prominence at the height of integration. Explanations typically target the children and their circumstances. However, success stories are evident throughout the professional literature that illustrate that the achievement gap can be reduced by making major changes in the educational environment and teaching strategies.

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