Teaching Queer Concepts to Graduate Students in Communication Sciences and Disorders: Culturally Responsive Pedagogy to Foster Affirmative Clinical Practice.

There is a growing body of literature informing pedagogical content and strategies of diversity, equity, and inclusion in the education of speech-language pathologists. However, little discussion has included content related to LGBTQ+ people, even though LGBTQ+ people exist across all racial/ethnic groups. This article seeks to fill that void and provide instructors of speech-language pathology with practical information to educate their graduate students. The discussion uses a critical epistemology and invokes theoretical models, such as Queer/Quare theory, DisCrit, the Minority Stress Model, the Ethics of Care, and Culturally Responsive Pedagogy. Information is organized according to developing graduate students' awareness, knowledge, and skills and challenges instructors to modify current course content to disrupt systemic oppression.

Investigating Black ASL: A Systematic Review.

The authors reviewed the literature regarding linguistic variations seen in American Sign Language. These variations are influenced by region and culture. Features of spoken languages have also influenced sign languages as they intersected, e.g., Black ASL has been influenced by African American English. A literature review was conducted to investigate the existence of Black ASL and to document empirical studies on this topic. The included articles were (a) published between 1970 and 2012 in scholarly journals, (b) included a hypothesis, (c) described the participants, and (d) described the research design. Seven articles met the inclusion criteria. All seven addressed differences between Black ASL and mainstream ASL. Only a few research articles meeting the review criteria were revealed. This suggests that empirical research regarding linguistic variation in ASL is a field of study in its infancy and that continued exploration of this topic is needed.