Need for Culturally Responsive Literacy Instruction in Native American Communities Since the time of the European colonialism and Manifest Destiny, all Native American (NA) communities have experienced intergenerational historical trauma stemming from past and current events. The resulting effects of historical trauma on individuals, families, and communities pass from generation to generation, and are hypothesized to be the cause of ... Article
Article  |   August 09, 2016
Need for Culturally Responsive Literacy Instruction in Native American Communities
Author Affiliations & Notes
  • Matthew Gillispie
    Department of Speech-Language-Hearing: Sciences & Disorders, University of Kansas, Lawrence, KS
  • Disclosures
    Disclosures×
  • Financial: The author is the project director for the personnel preparation grant described in this article. The Culturally Responsive Early Literacy Instruction: American Indian/Alaska Native (CRELI: AI/AN) grant is funded by the U.S. Department of Education: Office of Special Education Programs.
    Financial: The author is the project director for the personnel preparation grant described in this article. The Culturally Responsive Early Literacy Instruction: American Indian/Alaska Native (CRELI: AI/AN) grant is funded by the U.S. Department of Education: Office of Special Education Programs.×
  • Nonfinancial: The author has no relevant nonfinancial interests to disclose.
    Nonfinancial: The author has no relevant nonfinancial interests to disclose.×
Article Information
Development / Cultural & Linguistic Diversity / School-Based Settings / Professional Issues & Training / Normal Language Processing / Part 2
Article   |   August 09, 2016
Need for Culturally Responsive Literacy Instruction in Native American Communities
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 56-68. doi:10.1044/persp1.SIG14.56
History: Received April 6, 2016 , Revised June 17, 2016 , Accepted June 17, 2016
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 56-68. doi:10.1044/persp1.SIG14.56
History: Received April 6, 2016; Revised June 17, 2016; Accepted June 17, 2016

Since the time of the European colonialism and Manifest Destiny, all Native American (NA) communities have experienced intergenerational historical trauma stemming from past and current events. The resulting effects of historical trauma on individuals, families, and communities pass from generation to generation, and are hypothesized to be the cause of contemporary social, health, and educational disparities in NA communities. The author first provides an overview of historical trauma and persistent social, health, and educational disparities in NA communities today. This is followed with an introduction to culturally responsive instruction and services, and how this should be applied to NA children and communities. To conclude the article, readers are provided a description and key components of a university personnel preparation project, designed to recruit, educate, and empower future NA and non-NA speech-language pathologists (SLPs) with coursework and experiences related to culturally responsive early literacy instruction and services, as well as resources and examples for current educators and professionals.

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