Project Description:
Children with high intensity needs experience difficulties in equitably accessing and participating in multiple environments (e.g., school, home, community). Cultural and language differences, in addition to experiencing trauma or other adverse events (e.g., poverty) create additional barriers to meaningful participation that impact child outcomes. Project ACCESS is designed to address these barriers by equipping 16 SLP and 8 SW scholars with knowledge/skills on evidence-based practices on (a) trauma informed care; (b) person-centered practices; (c) communication strategies, including AAC; (d) cultural/linguistic diversity; (e) UDL; and (f) self-determination to support children with high support and communication needs within their respective discipline.
Project ACCESS aims to improve access and participation across multiple environments for children with disabilities who have high intensity support needs including: limited speech output, cultural and linguistic diversity, and history of trauma. Scholars will work with this population through a trauma informed lens using person-centered thinking. Scholars will participate in a variety of educational (courses, webinars, case studies, discussions) and practicum experiences (school, clinic, community). Scholars will have multiple opportunities to demonstrate competencies working with multicultural families. Scholar and student outcomes will be evaluated through multiple assessments including: quizzes, intervention fidelity ratings, clinical performance scales, case documentation, and community presentations.
Unserved or Under-served Populations:
Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Specific Groups
Primary Target Audience Geographic Descriptor:
State, Regional, National
