Disrupting assumptions: how to teach queer concepts to speech and language therapists
Reviewed by Anna Volkmer

Policy requiring speech and language therapy courses in America to include multicultural content in their courses was only formally introduced in 1994. Yet sexual orientation was still considered a controversial topic at this time, and it was only in the most recent standards (effective January 2023) that courses were required to include content related to decreasing bias and increasing diversity, equity and inclusion around multiple identities, including gender identity, gender expression, sex and sexual orientation. The authors of this paper discuss theoretical models, including Queer/Quare Theory, Discrit Theory, Minority Stress Model and the Ethics of Care and Culturally Responsive Pedagogy and how these influence the speech and language therapy profession. They remind us, for example, that the profession focuses on pathologising speech and language difficulties and is thus inherently ablest. Importantly, speech and language therapy students will come with a range of experiences and identities, including LGBTQ+. The authors explore how curriculums can increase awareness, knowledge and skills of students related to LGBTQ+ issues. This includes focusing on terminology, social and health disparities experienced by LGBTQ+ people, processes for disclosing sexual orientation and gender and skill development. The authors emphasise that this change in curriculum is not about including more content, but about recognising when gender, sexual orientation, race and ethnicity are assumed or amplified and disrupting these assumptions.

Teaching Queer Concepts to Graduate Students in Communication Sciences and Disorders: Culturally Responsive Pedagogy to Foster Affirmative Clinical Practice.
Robinson GC, Toliver-Smith A, Stigar LV.
SEMIN SPEECH LANG
2023;44(2):104-18.