No abstract

Pluralistic instruction is about social change through education and requires thoughtful resourcefulness and commitment. It has long been emphasized that the development of cultural competence is an ongoing, lifelong process. Given this, it seems intuitive that multiple approaches and techniques must be utilized to support this development. This ever-evolving process involves acquisition of factual knowledge and skills that equip clinicians to assess and treat disorders as opposed to differences, while not overlooking disorders as differences either. This acquisition of knowledge and skills requires two primary pathways for linguistic knowledge attainment (a) dedicated coursework as a foundation for cultural and linguistic knowledge attainment, and (b) infusion techniques, in which culturally enriching concepts and issues are embedded across the curriculum. These essential complementary approaches comprise opportunities for diverse experiences in clinical practicum and interactions with minority groups. In this article, the authors describe pedagogical activities and approaches they implemented while teaching dedicated courses on multiculturalism at their institutions. The authors highlight the different cultural constructs addressed within the didactic methods, and provide suggestions for instructors considering multicultural instruction.

These results suggest that a conservative (100 mg) dosage of caffeine may not have an impact on vocal acoustics and aerodynamics.

No abstract

No abstract