♦ ASHA Position Statement
It is the position of the American Speech-Language-Hearing Association (ASHA) that students and professionals in communication sciences and disorders who speak with accents and/or dialects can effectively provide speech, language, and audiological services to persons with communication disorders as long as they have the expected level of knowledge in normal and disordered communication, the expected level of diagnostic and clinical case management skills, and if modeling is necessary, are able to model the target phoneme, grammatical feature, or other aspect of speech and language that characterizes the client's particular problem. All individuals speak with an accent and/or dialect; thus, the nonacceptance of individuals into higher education programs or into the professions solely on the basis of the presence of an accent or dialect is discriminatory. Members of ASHA must not discriminate against persons who speak with an accent and/or dialect in educational programs, employment, or service delivery, and should encourage an understanding of linguistic differences among consumers and the general population.
American Speech-Language-Hearing Association. (1998). Students and Professionals Who Speak English With Accents and Nonstandard Dialects: Issues and Recommendations [Position Statement]. Available from www.asha.org/policy.
♦ ACAE Standard 22: Required Knowledge & Competencies: The program must provide evidence that each student is able to, 1) Communicate effectively, both orally and in written form [ ... ], and 2) Produce professional written reports [ ... ] during clinical experiences.
Accreditation Commission for Audiology Education, available from ACAE Website
For the Policy and Procedures for the M.S. SLP State-side (Residential), the M.S. SLP Distance Learning Program, and the Doctor of Audiology Program, please see the Department's information pagelet: Spoken and Written Language Proficiencies