Supervision: The Sensitivity Awareness Supervision Model Clinical supervisors are faced with supervising students who represent differences from “traditional” students that include spoken language, dialect, interpersonal communication styles, and attitudes. The training of culturally and linguistically diverse (CLD) speech-language pathologists is therefore a priority in order to serve the growing CLD population. The issues of cultural and ... Article
Article  |   October 01, 1999
Supervision: The Sensitivity Awareness Supervision Model
Author Affiliations & Notes
  • Joan C. Kosta
    Mercy College, Dobbs Ferry, NY
  • Alejandro Brice
    University of Central Florida, Orlando, FL
Article Information
Supervision
Article   |   October 01, 1999
Supervision: The Sensitivity Awareness Supervision Model
SIG 11 Perspectives on Administration and Supervision, October 1999, Vol. 9, 18-20. doi:10.1044/aas9.3.18
SIG 11 Perspectives on Administration and Supervision, October 1999, Vol. 9, 18-20. doi:10.1044/aas9.3.18
Abstract

Clinical supervisors are faced with supervising students who represent differences from “traditional” students that include spoken language, dialect, interpersonal communication styles, and attitudes. The training of culturally and linguistically diverse (CLD) speech-language pathologists is therefore a priority in order to serve the growing CLD population. The issues of cultural and linguistic diversity present major challenges for the clinical training of student clinicians. The need to develop specific styles and guidelines relating to supervision of CLD students is critical. This paper highlights concepts used in a supervision model designed for use with CLD student clinicians.

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