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(ASHA) Board of Ethics (2013). Cultural and linguistic
competence [Issues in ethics]. Retrieved from http://www.
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level education for children with complex learning disabilities
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Robinson, H., Afako, R., Wickenden, M., & Hartley,
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Royal College of Speech and Language Therapists
(RCSLT) (2003). Reference framework underpinning
relevant, responsive and effective services both at home
and overseas, a wider recognition of the need for cultural
competence to be grounded in the concept of humility
needs to be a common and central concern of speech-
language pathology governing bodies, training institutions,
service providers. Ultimately, it needs to be championed by
individual members of the profession.
It is vital that the speech-language pathologists
contributing to service development in the majority world
reflect upon both their motivations and their ability to
provide appropriate input that is sensitive to the needs of
local service users and providers (Hickey et al., 2014). Thus,
practitioners need to reflect upon some widely accepted
personal and professional cultural beliefs and be led by
local partners to reach workable and realistic solutions
to the challenges that they identify. Participatory and
emancipatory research is therefore necessary to expound
the needs of people with communication disabilities in
different contexts, and what they, and their communities,
feel is the most appropriate way forward to address those
needs.
Conclusion
As global mobility increases, it has never been so important
to look beyond our own cultural reference points and adopt
an attitude of open-minded and continuous learning about
others. As societies are becoming increasingly multicultural,
awareness, knowledge, skills and sensitivity towards others
are essential in speech-language pathology practice.
However, the profession must ask if the current
conceptualisations of cultural competence adequately
represent the multidirectional interaction between all of the
professional attributes required to work effectively with
people from cultures vastly different from our own.
Ensuring appropriate training on cultural competence on
speech-language pathology courses is an important step
towards increasing trainees’ awareness and knowledge
about cultural diversity and its implications for effective
clinical practice. However, sensitivity and skills come with
experience and, arguably, the multifaceted dimensions of
cultural competence are governed by an individual’s ability
to demonstrate cultural humility and by their own attitudes.
Essentially, the onus lies with individuals to embrace
diversity in both their personal and professional lives,
critically appraise themselves and their practice, accept the
unease that comes with stepping outside their comfort-
zone with people from other cultures (Walters, 2015), and
actively seek to develop their own interpretation of the term
cultural competence.
1 Training courses are in place in Uganda, Kenya and Tanzania
and under development in Rwanda.
2 Shalmani (2015) states: “The term ‘Majority world’ highlights
the fact that the majority of the world’s population lives in these
parts of the world traditionally referred to as ‘developing’. The
term ‘Minority world’ is similarly used to refer to those countries
traditionally referred to as ‘developed’, where a minority of
the world’s population resides”. The author recognises the
problematic nature of using a “two world’s approach” (Young,
2010), but has opted to use the above terms for clarity of
argument.
3 Identities can include age, ethnicity, gender, linguistic
background(s), national origin, religion, sexual orientation,
socioeconomic status (see ASHA, 2013; Papadopolous et al.
1998).
4 Whereby people seek to exchange knowledge and skills to
enhance each other’s practice