Our Program
12 Seminars over the course of one year
Egyptian Association for Communication Sciences and linguistics.
2024 sessions
Egyptian Association for Communication Sciences and linguistics.
2025 sessions
Course Policies
In the event that you need to cancel your registration, we kindly request that you provide written notice of cancellation by sending an email to info@eacsl.net. For cancellations made at least 24 hours prior to the start of the class, a full refund will be issued. If you cancel less than 24 hours prior to the class, you will receive a gift certificate to attend a future course. In the unlikely event that we need to cancel the course, a 100% refund will be issued. If you have any special requests or require accommodations, please email info@eacsl.net at least 48 hours before the course. We welcome any questions, comments, or concerns you may have and ask that you please reach out to us via email at info@eacsl.net within 30 days of the event
ASHA CEUs Reporting.
All series 1 seminars will be reported to ASHA within 45 days following the December 2024 seminar. CEUs for series 2 will be reported within 45 days following the August 2025 seminar. Please note that ASHA CEUs will only be given for the sessions you attend in full.
Seminar 1: 27 Sep 2024
6 P.M :8 P.M Cairo, GMT+3
Assessment of Aphasia for Arabic Speakers
Abstract:
This seminar will give an overview of aphasia as an acquired language disorder in adult speakers. The seminar will address etiology, language characteristics, and main clinical types of aphasia. The main focus of the seminar is on the assessment of aphasia in Arabic speakers by exploring how to assess the main areas of deficit that may be affected by different types of aphasia. These include spontaneous/connected speech, auditory comprehension, naming, repetition, reading and writing, as well as functional communication skills.
LEARNING OUTCOMES:
Upon completion of this seminar, attendees will be able to:
Define aphasia
Explain common causes of aphasia
Identify language characteristics of various types of aphasia
Describe assessment methods of language disorders in aphasia
Presenter Disclosures:
Dr. Areej Aseeri has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Overview of Objectives
Welcome and introduction to the seminar's purpose.
Overview of learning outcomes: defining aphasia, understanding causes, identifying characteristics, and describing assessment methods for aphasia in Arabic speakers.
15 Minutes – Defining Aphasia and Causes
Define aphasia as an acquired language disorder in adult speakers.
Explore common causes of aphasia, including stroke, traumatic brain injury, and other neurological conditions.
15 Minutes – Language Impairments in Aphasia
Discussion of the language characteristics and impairments associated with aphasia.
Explain differences in how these impairments manifest in various types of aphasia.
30 Minutes – Types of Aphasia: Fluent and Non-Fluent
Overview of fluent aphasia (anomic, Wernicke's, conduction) and its characteristics.
Overview of non-fluent aphasia (Broca's, global) and its characteristics.
Use of real-life case examples or audio/video samples to illustrate differences between fluent and non-fluent aphasia.
10 Minutes – Real-Life Case Study
Group discussion of a case study focusing on an Arabic-speaking individual with aphasia.
Analyze the types of language impairments present and discuss how they may be assessed.
15 Minutes – Clinical Assessment Methods
Detailed explanation of how to assess key areas of language deficit in aphasia, focusing on Arabic speakers:
a. Spontaneous/connected speech
b. Auditory comprehension
c. Naming
d. Repetition
e. Reading
f. Writing
g. Functional communication skills
15 Minutes – Practical Application Exercise
Participants engage in a small group exercise where they assess sample speech and language data of an Arabic-speaking person with aphasia.
Apply the discussed assessment methods and strategies.
10 Minutes – Review and Q&A
Recap key points from the seminar.
Open floor for questions, discussion, and participant reflections on the assessment of aphasia for Arabic speakers.
5 Minutes – Conclusion and Wrap-Up
Final thoughts on the importance of tailored assessment methods for Arabic-speaking individuals with aphasia.
Thank participants and share resources for further reading and professional development.
Seminar 2 : 25 Oct 2024
6 P.M :8 P.M Cairo, GMT+3
When standard isn’t standard: Best practices for assessment of multilingual individuals
Abstract:
With more than half of the world’s population speaking more than one language, assessment of multilingual speakers can be challenging. This is particularly true when the SLP is not familiar with the language spoken by the client and/or if dialect or language sensitive assessment tools do not exist. This session will equip clinicians with linguistic considerations and dynamic assessment methods to evaluate multilingual populations.
LEARNING OUTCOMES:
Participants will be able to:
Explain the complexities involved in assessing multilingual speakers.
Describe the knowledge and skills SLPs require to assess multilingual speakers.
Adapt assessment practices to suit multilinguals’ speakers.
Presenter Disclosure :
Dr. Martine Elie has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Overview of Objectives
Welcome and introduction to the seminar topic.
Outline the goals: understanding complexities in assessing multilingual speakers, necessary SLP knowledge and skills, and adapting assessment methods.
15 Minutes – Complexities in Assessing Multilingual Speakers
Discuss the challenges of assessing multilingual individuals, including issues with standardized tests, unfamiliarity with clients' languages, and lack of dialect-sensitive tools.
Provide examples of how language diversity can impact assessment.
15 Minutes – Educational Activity: Reflection on Current Practices
Interactive discussion where participants reflect on their current assessment practices with multilingual clients.
Identify gaps or challenges they've faced in their clinical experience.
30 Minutes – Knowledge and Skills Required for Assessing Multilingual Speakers
Detailed explanation of linguistic considerations for SLPs when working with multilingual clients.
Discuss cultural competency, language variation, and the importance of understanding the client's language background.
Present strategies for gathering language histories and assessing proficiency in multiple languages.
10 Minutes – Case Study: Real-Life Application
Group analysis of a case study involving a multilingual individual.
Participants work together to determine how they would assess the client, considering linguistic and cultural factors.
15 Minutes – Dynamic Assessment Methods
Introduce dynamic assessment as an alternative to standardized testing.
Discuss how dynamic assessment can provide more accurate evaluations for multilingual individuals by focusing on learning potential rather than static performance.
15 Minutes – Practical Exercise: Adapting Assessments
In small groups, participants practice adapting a sample assessment for a multilingual client using principles of dynamic assessment and culturally responsive practices.
10 Minutes – Review and Q&A
Summarize key takeaways.
Open the floor for questions and discussion on how participants can apply these best practices to their clinical work.
5 Minutes – Conclusion and Wrap-Up
Final thoughts on the importance of adapting assessment practices for multilingual speakers.
Thank participants and provide resources for further learning.
Seminar 3: 29 Nov 2024
6 P.M :8 P.M Cairo, GMT+2
Advanced Techniques in Pediatric Stuttering Therapy: Case Studies and Practical Applications.
Abstract:
Stuttering is a neurodevelopmental disorder characterized by disruptions in the flow of speech, such as repeated or prolonged sounds, syllables, or words, which often have the Presence of visible physical concomitants. Beyond these speech disfluencies, children who stutter often experience emotional and psychological challenges that can significantly impact their overall development. This two-hour online seminar, "Advanced Techniques in Pediatric Stuttering Therapy: Case Studies and Practical Applications," is designed to equip speech-language pathologists (SLPs), with effective strategies to address stuttering in children.
The seminar will begin with a brief overview of stuttering, focusing on its neurodevelopmental nature and the associated experiences that affect children and their families. This foundational knowledge will set the stage for understanding the advanced therapeutic techniques that will be discussed.
The focus of the seminar will be on practical applications and case studies that illustrate successful interventions. Key techniques to be covered include:
1. Fluency Shaping and Stuttering Modification: Participants will learn the basics of these two foundational approaches, with a focus on practical application through live demonstrations.
2. Counseling techniques in Stuttering Therapy: An introduction to integrating Cognitive Behavioral Therapy (CBT) and others counseling techniques into stuttering therapy, supported by case examples showing their effectiveness in managing the cognitive and affective aspects of stuttering.
3. Parent-Child Interaction Therapy (PCIT): Highlighting the importance of parental involvement, this segment will provide strategies for enhancing parent-child communication to support the therapeutic process. These core topics will be complemented by interactive elements, including video case studies and discussions, to ensure participants can immediately apply what they learn.
LEARNING OUTCOMES:
By the end of this seminar, participants will be able to:
Understand the Basics of Pediatric Stuttering: Gain a foundational understanding of the neurodevelopmental nature of stuttering, including its causes and the significant impact of associated emotional and psychological experiences on children's overall development.
Apply Key Therapeutic Techniques: Implement fluency shaping, stuttering modification, CBT, and other techniques in their practice, supported by case studies and live demonstrations
Engage Families in Therapy: Use strategies to involve parents and caregivers effectively in the therapeutic process, enhancing parent-child communication to support fluency.
This seminar aims to equip professionals with practical tools and knowledge that can be directly applied in their work with children who stutter.
Presenter Disclosure:
Dr. Goncalo Leal has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Overview of Objectives
Welcome participants and introduce the seminar topic.
Overview of learning outcomes: understanding pediatric stuttering, applying key therapeutic techniques, and involving families in therapy.
15 Minutes – Understanding Pediatric Stuttering
Brief overview of the neurodevelopmental nature of stuttering in children.
Discuss the emotional and psychological impact on children and their families.
15 Minutes – Fluency Shaping and Stuttering Modification Techniques
Introduction to fluency shaping and stuttering modification approaches.
Live demonstration of these techniques, focusing on practical application.
Participants engage in a brief interactive exercise to reinforce their understanding.
30 Minutes – Counseling Techniques in Stuttering Therapy
Introduction to integrating Cognitive Behavioral Therapy (CBT) and other counseling techniques into stuttering therapy.
Review case studies demonstrating the effectiveness of these techniques in managing the cognitive and affective aspects of stuttering.
Group discussion on how to adapt these techniques in various clinical settings.
10 Minutes – Case Study Discussion
Present a case study of a child who stutters, focusing on therapeutic progress.
Group discussion on treatment options and the application of learned techniques.
20 Minutes – Parent-Child Interaction Therapy (PCIT)
Highlight the role of parental involvement in stuttering therapy.
Provide strategies for enhancing parent-child communication to support the therapeutic process.
Use video demonstrations of PCIT in action, followed by participant reflection.
10 Minutes – Practical Application Exercise
Small group activity where participants brainstorm how they would implement PCIT strategies in their own clinical practice.
Participants share insights with the larger group.
10 Minutes – Review and Q&A
Summarize key takeaways from the seminar.
Open the floor for participant questions, reflections, and discussion.
5 Minutes – Conclusion and Wrap-Up
Final thoughts on the importance of integrating these advanced techniques into pediatric stuttering therapy.
Thank participants and share additional resources for continued learning.
Seminar 4: 27 Dec 2024
6 P.M :8 P.M Cairo, GMT+3
Validity and Validation in the Field of Speech-Language Pathology: Current State and Future Guidelines
Abstract:
Language assessment for individuals with communication deficits is imperative for diagnosis and management. Comprehensive standardized language tests have been used for decades, and it is important to ensure they possess the quality that supports their use as clinical tools. Test validity is the key consideration in this regard. This presentation provides a historical account of the evolution of test validity. A review of the state of current practices in the field of language testing with aphasia tests being the emphasis here is very important.
What makes a test standardized is a set of predetermined rules that govern how a test is administered and scored. This is intended to ensure that the interpretation of test scores is consistent. Validity is the central consideration that should guide the processes of developing, evaluating, and using a test for its intended purposes. Validity is primarily concerned with the appropriateness of the inferences upon which test score interpretations are based along with the evidence and arguments supporting those inferences. The presentation also attempts to establish a distinction between validity and validation. Validity is the property that validation is trying to assess, which makes validation the process of gathering evidence to investigate validity.
The concepts of validity and validation have evolved considerably in the fields of psychological and educational measurement, but less so in the field of speech-language pathology, and in aphasiology specifically. In this presentation, an outline of the development and evolution of the concept of validity will be provided. The presentation also discusses the concept of the consequences of test use, a vital component of validation. The consequences of test use are concerned with the impact of a test on a field or population. An important conceptualization of validity, argument-based validity (ABV) is also introduced. Argument-based validity is an approach that provides a systematic methodology for test validation.
Major aphasia tests have relied heavily, and almost exclusively, on classical statistical methods of validation. While this method is very important, it represents only one aspect of many necessary to build a validation case for a test. After reviewing how certain major aphasia tests have carried through validation in a manner that does not conform to updated standards of validity and validation, the presentation will provide a practical framework that goes beyond conventional statistical methods of investigating validity. Each section of the framework is provided along with tools and procedures that can, combined with others, contribute to examining the overall validity argument of a test. This framework, built on argument-based methodology, will be provided in the hope that speech-language pathologists will use it in future test design efforts.
LEARNING OUTCOMES:
Outline a historical account of the evolution of test validity and the development of concepts of validity validation.
Provide critique of the current state of aphasia testing within the major aphasia tests currently and widely used.
Apply validation concepts in speech and language testing in line with a modern and comprehensive understanding of validity.
Present a comprehensive and practical framework of validation for future test developers in the field of speech-language pathology.
Presenter Disclosure :
Dr. Fadi AlSawati has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Overview of Objectives
Welcome participants and introduce the seminar's purpose.
Overview of the key objectives: exploring the evolution of test validity, evaluating current aphasia tests, applying modern validation concepts, and presenting a future framework for test validation.
15 Minutes – Evolution of Test Validity and Validation
Provide a historical overview of test validity, discussing its development across various fields.
Define key terms: validity and validation.
Discuss the distinction between validity (the property) and validation (the process of gathering evidence).
15 Minutes – Current State of Aphasia Testing
Review major aphasia tests and their reliance on classical statistical methods.
Critique the current practices in aphasia test validation.
Highlight areas where existing tests do not align with modern standards of validity.
30 Minutes – Modern Concepts of Validity and Validation
Introduce the concept of argument-based validity (ABV) as a systematic approach to test validation.
Discuss the consequences of test use and their impact on populations or fields of study.
Provide examples of how modern validation concepts can be applied to current speech-language pathology assessments.
10 Minutes – Case Study: Analysis of an Aphasia Test
Present a real-world example of an aphasia test and analyze how its validation process aligns or diverges from modern standards.
Engage participants in a group discussion on the test's strengths and weaknesses in terms of validity.
15 Minutes – Framework for Future Test Validation
Present a comprehensive, practical framework for validation in speech-language pathology, focusing on aphasia testing.
Discuss tools, procedures, and methodologies that can be used to strengthen the validation process.
Encourage participants to consider how this framework could be applied in their own test development or evaluation efforts.
15 Minutes – Group Exercise: Applying Validation Framework
Participants work in small groups to apply the proposed validation framework to a sample assessment.
Share group insights and discuss how the framework can be adapted for future test design.
10 Minutes – Review and Q&A
Recap the key points covered during the seminar.
Open floor for questions and further discussion on test validity and validation in speech-language pathology.
5 Minutes – Conclusion and Wrap-Up
Final thoughts on the importance of modernizing validation practices in speech-language pathology.
Thank participants and provide additional resources for further reading.
Seminar 5: 31 Jan 2025
6 P.M :8 P.M Cairo, GMT+3
What is Sociolinguistics?: A Call for a Shift in the Linguistic Narrative in Speech-Language-Hearing Sciences.
Abstract:
Sociolinguistically, no language or dialect is inherently superior or inferior to another. Despite this, socially, politically, and in practice, we perpetuate the narrative that the languages of privileged individuals hold more value than those of marginalized communities. Yet, in speech-language-hearing disciplines, we perpetuate this narrative by correcting clients using their heritage languages and dialects, further reinforcing the belief that mainstream languages are superior. Current interventions primarily focus on mainstream or prestigious languages, neglecting signed or spoken Indigenous languages.
This presentation aims to challenge and rewrite the existing linguistic narrative, providing cultural responsiveness strategies that prioritize cultural safety within the discipline and encouraging participants to examine their own biased practices through a sociolinguistic lens.
LEARNING OUTCOMES:
Participants will discuss the fundamentals of sociolinguistics (particularly dialect variation) and how it relates to speech-language-hearing sciences
Participants will analyze how sociolinguistic factors can impact the assessment and treatment of communication disorders in diverse populations, including multilingual individuals within the Egyptian context.
Participants will apply sociolinguistic principles and strategies to clinical practice, including developing culturally responsive assessment and intervention plans and effectively communicating with diverse clients and their families.
Presenter Disclosure :
Dr. Sulare Rose has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Overview of Objectives
Welcome and introduction to the seminar's goals.
Outline learner outcomes: understanding sociolinguistics, analyzing sociolinguistic impact, and applying culturally responsive strategies in clinical practice.
15 Minutes – Fundamentals of Sociolinguistics
Overview of sociolinguistics and dialect variation.
Discussion of how these concepts relate to the field of speech-language-hearing sciences.
15 Minutes – Educational Activity
Interactive quiz or discussion: Identifying linguistic biases in clinical practice.
Participants will share experiences of how language and dialects are treated differently in professional contexts.
30 Minutes – Sociolinguistic Impact on Clinical Practice
Exploring how sociolinguistic factors influence assessment and treatment in speech-language-hearing contexts.
Analysis of how these factors affect multilingual individuals and marginalized communities, with specific examples from the Egyptian context.
10 Minutes – Real-Life Scenarios
Case study discussions on assessing and treating clients from diverse linguistic backgrounds.
Participants will identify sociolinguistic biases and propose culturally responsive alternatives.
15 Minutes – Educational Game
An interactive role-playing activity where participants practice developing culturally responsive assessment and intervention plans.
Emphasis on using heritage languages and dialects in treatment.
15 Minutes – Cultural Responsiveness in Clinical Practice
Strategies for creating culturally safe spaces in speech-language-hearing practices.
4 practical ways to implement these strategies to avoid reinforcing linguistic hierarchies.
10 Minutes – Review and Q&A
Summary of key takeaways.
Open discussion for questions, reflections, and shared insights on how to implement sociolinguistic awareness in clinical settings.
5 Minutes – Conclusion and Wrap-Up
Final thoughts on the importance of shifting linguistic narratives.
Thank participants and provide any additional resources for further learning.
Seminar 6 : 21 Feb 2025
6 P.M :8 P.M Cairo, GMT+3
Unlocking the Potential: Comprehensive Aphasia Therapy.
Abstract:
Aphasia, an acquired language disorder arising from brain damage, can significantly impact an individual's ability to communicate. Therapy should aim to reduce the overall disability (impairment, activity limitations, or participation restrictions) associated with aphasia. In the last few decades, there has been continuing debate about whether the purpose of therapy is to improve language skills, improve overall communication skills, or help the person live well with aphasia.
Official therapy is still challenged by different approaches and still lacks a single universally accepted aphasia therapy theory. This seminar explor the diverse approaches available to help individuals regain their language skills. We will embark on a journey through various therapeutic techniques, from traditional impairment-based methods to contemporary communication-focused strategies. Our goal is to provide a comprehensive understanding of these approaches, enabling you to make informed decisions in your clinical practice.
This interactive seminar will delve into the complexities of aphasia therapy through in-depth case studies. Participants will gain valuable insights into the treatment planning processes for individuals with aphasia. By examining real-world clinical scenarios, attendees will develop a deeper understanding of the challenges and successes encountered in aphasia rehabilitation. Through interactive discussions and case presentations, participants will have the opportunity to share their experiences, ask questions, and learn from the expertise of colleagues.
LEARNING OUTCOMES:
By the end of this seminar, participants will be able to:
Differentiate between different aphasia therapy approaches
Understand the evidence base for various aphasia therapy techniques.
Develop individualized treatment plans.
Embrace a patient-centered approach to care.
Presenter Disclosure :
Dr. Maha Aldera has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Overview of Objectives
Welcome participants and introduce the seminar topic.
Overview of learning outcomes: differentiating aphasia therapy approaches, understanding evidence bases, developing individualized treatment plans, and embracing a patient-centered approach.
15 Minutes – Understanding Aphasia and Therapy Approaches
Brief overview of aphasia and its impact on communication.
Introduction to the various approaches to aphasia therapy, including traditional impairment-based methods and contemporary communication-focused strategies.
Discuss the ongoing debate about the primary purpose of therapy.
30 Minutes – Exploring Therapy Approaches
Detailed examination of different aphasia therapy approaches:
Impairment-based methods (e.g., language drills, semantic feature analysis).
Communication-focused strategies (e.g., supported communication, life participation approach).
Review of the evidence base supporting each approach.
Discuss strengths, limitations, and applications in clinical practice.
20 Minutes – Case Study Analysis
Present in-depth case studies illustrating different therapy approaches.
Discuss the treatment planning processes and the challenges faced in each case.
Interactive group discussion on the successes and areas for improvement in the presented cases.
15 Minutes – Interactive Exercise: Developing Treatment Plans
Participants work in small groups to develop individualized treatment plans for hypothetical aphasia cases.
Focus on integrating various therapy approaches and evidence-based practices.
Groups share their plans and receive feedback from peers and facilitators.
15 Minutes – Embracing a Patient-Centered Approach
Discuss the importance of a patient-centered approach in aphasia therapy.
Explore strategies for involving patients and their families in the therapy process.
Review best practices for tailoring therapy to individual needs and preferences.
10 Minutes – Review and Q&A
Recap key points covered in the seminar.
Open the floor for questions, reflections, and discussion on aphasia therapy practices.
10 Minutes – Conclusion and Wrap-Up
Final thoughts on the importance of a comprehensive approach to aphasia therapy.
Thank participants and provide additional resources for continued learning and development.
Seminar 7 : 22 Mar 2025
6 P.M :8 P.M Cairo, GMT+3
Understanding Language Input, Output, and Uptake and Their Effects on Language Outcomes in Dual Language Learners.
Abstract:
Despite the global prevalence of multilingualism, child language development research focuses primarily on monolingual learners. Dual language learners (DLLs) navigate a complex linguistic landscape, where their language development is shaped by the intricate interplay of input, uptake, and output. This course presents a comprehensive examination of these critical components and their influence on language outcomes in young DLLs with and without language impairment. By applying the Dynamic Systems Theory (DST) framework, the course offers a novel perspective on the nonlinear and dynamic nature of bilingual language development. The course synthesizes research from bilingualism, child development, and communication disorders to explore the multifaceted factors that influence language input. The course also delves into the role of uptake, examining processing deficits and cross-linguistic transfer in the language learning process. A key focus of the course is the analysis of the co-development of first and second languages as an output of the dynamic interactions between input and uptake. Participants will learn the unique challenges faced by DLLs with language impairment and discuss evidence-based strategies to support their language development. The course emphasizes the importance of supporting harmonious bilingualism and maximizing communicative potential across various contexts.
LEARNING OUTCOMES:
Participants will define language input, output, and uptake in the context of dual language learning and explain their roles in shaping language development trajectories using the Dynamic Systems Theory (DST) framework.
Participants will identify and describe the key features of language input and their effects on language outcomes in dual language learners (DLLs) with and without language impairment.
Participant will analyze the complex interactions between language input, uptake, and output in DLLs and discuss their implications for supporting harmonious bilingualism and maximizing communicative potential.
Presenter Disclosure :
Laura Xiaoqian Guo has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 minutes - Introduction & Learning Outcomes
5 minutes - Breakout Room Activity #1: Small Group Introductions
15 minutes - Key Concepts: Multilingualism, Dual Language Learners, Developmental Delay, & Developmental Language Disorder
35 minutes - Dynamics Systems Theory in Child Language Development: Identify Input, Uptake, and Output
20 minutes - Breakout Room Activity #2: Case Study Discussions
30 minutes - Clinical Implications for Serving DLLs
10 minutes - Questions & Comments
Seminars 8 : 25 Apr 2025
6 P.M :8 P.M Cairo, GMT+3
The Power of Language: Investigating how our epistemologies and language use can impact clinical service provision.
Abstract:
The focus of clinical education often promotes the study of disorders and amelioration of those disorders. Nevertheless, people are more than the disorders that we treat. In fact, the World Health Organization established a mandate in 2001 that encouraged health care practitioners to look beyond the primary health conditions that are treated to observe multiple facts of the patient’s biological, psychological, and social influences. Research in speech therapy practices has also indicated a need for speech therapy practitioners to consider their own epistemological frames (i.e., ways of acquiring knowledge), social location (i.e., factors that influence a person’s social place in the world), and orientation to the populations that they serve (Hyter & Salas Provance, 2024). The goal of this seminar is to investigate how we use language with ourselves and others, to recognize the power associated with our particular perspectives as speech therapy practitioners, and to examine how to leverage our language and power to empower our clients, patients, and caregivers.
LEARNING OUTCOMES:
Participants will identify at least two tools for personal reflection that will aid in deconstructing one’s viewpoint (i.e., epistemological frame).
Participants will discuss 3 frameworks for clinical service provision that influence language use toward a human rights-based approach.
Participants will investigate how they can empower caregivers with tools provided in this seminar
Presenter Disclosure:
Chisomo Selemani has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time Ordered Agenda
(10 minutes) Introduction
· Biography
· Disclosures
· Introductory Activity with Students
(40 minutes) Terminology: Is language use powerful?
· How do we talk to ourselves? What does this reveal about our specific epistemological frames?
· How do we talk to others?
o Do the words that we use to address patients, colleagues, and communities matter? Why?
· How do we talk about the rest of the world?
· What reflection tools can we use to monitor our own tendencies (i.e., our epistemes that ultimately impact our behavior and language use)?
(45 minutes)Language use and clinical application
· What are important frameworks to consider in clinical practice?
o WHO-ICF, FREDA, and Bronfenbrenner's Bioecological Systems
· Case Examples to do in discussion groups
(15 minutes)Language Use and Caregiver Support
· Empowering caregivers in clinical practice
· Empowering caregivers to connect to one another (even with stigma as a variable)
· How do caregiver support groups support the continuum of care
(10 minutes) Q&A
Seminar 9: 30 May 2025
6 P.M :8 P.M Cairo, GMT+3
Decolonizing Speech Therapy in the Arab World: Challenges, Opportunities, and the Path Forward.
Abstract:
Decolonization, the process of dismantling all forms of domination produced by colonial structures in the modern world system, has recently been discussed in various fields such as linguistics, neuroscience, cognitive sciences, and health professional disciplines like occupational therapy, social work, and speech therapy. However, these efforts have yet to directly engage Arabic studies in Speech, Language, and Hearing sciences (SLHS) in the Arab world.
In this presentation, I will define decoloniality and introduce the historical foundation of the speech therapy discipline and its development from a critical perspective and current discussions of the importance of antiracist speech therapy in the United States. I will examine the development and progression of speech therapy in the Arab world in light of this learned foundational knowledge. To illustrate this point, I will review the progression of my own studies on language development in Palestinian native Arabic-speaking children and Arabic heritage speakers in the United States. This review will demonstrate the potential impacts of coloniality on our scientific inquiries in SLHS in Arabic and its clinical ramifications.
The review will highlight the limited relevance and applicability of the current evidence base that prioritizes monolingual and Western orientation over a heteroglossic pluralistic and Eastern/Southern based inquiry when implemented in working with Arabic speaking population in the Arab world or diasporic spaces. We will address the importance of using critical lenses in consuming and producing clinically relevant global guidelines and research based evidence including interrogation of the positionality of consumers and producers of the research, the invisible ideological biases effects, the social differences effects including the collective values characterizing Arab communities and the limited social understanding and awareness of the profession in the Arab world. Furthermore, we will explore the potential pathologization of cultural differences and/or promotion of alienating and/or culturally irresponsive practices when global knowledge is adopted without criticality.
A pathway for developing decolonized clinical practices that are specific to the sociocultural context of the Arabic language, including dialectal and diglossic variations, as well as specific to the cultural experiences and values in the Arab world, will be highlighted and exemplified. The importance of acknowledging collective traditions in addition to individual needs in our work through community education and engagement will be emphasized as a critical tenant of decolonized practices. In closing, I will argue that a decolonized approach to the field can advance the services we for Arabic-speaking populations and contribute to a broader attempt to understand non-Western values in relation to speech therapy
LEARNING OUTCOMES:
Analyze the impact of colonial structures on the development and practice of speech therapy, particularly in the Arab world.
Develop a framework for decolonizing speech therapy practices that are culturally relevant, linguistically appropriate, and community-centered for Arabic-speaking populations.
Discuss the decolonized approach to speech therapy that values diverse perspectives, challenges Western-centric norms, and improves outcomes for Arabic-speaking clients.
Analyze the impact of colonial structures on the development and practice of speech therapy, particularly in the Arab world.
Develop a framework for decolonizing speech therapy practices that are culturally relevant, linguistically appropriate, and community-centered for Arabic-speaking populations.
Discuss the decolonized approach to speech therapy that values diverse perspectives, challenges Western-centric norms, and improves outcomes for Arabic-speaking clients.
Presenter Disclosure:
Dr. Reem Khamis has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda.
15 minutes: Positionality and introduction to course objectives with brainstorming activity.
10 minutes: Historical overview of the establishment of the clinical discipline of speech therapy in the Western world and its implications for global practice and its development in the Arab world.
20 minutes: Overview of Decoloniality in Health Care and SLHS.
10 minutes: Critical Analysis of the Potential Effects of Coloniality on the Development of Speech Therapy Development in the Arab World.
15 minutes: Illustration of Coloniality's Impact on Scientific Inquiries: Reflective journey on the presenter’s research on language development in Palestinian Arabic-speaking children and Arabic Heritage Speakers in the U.S.
20 minutes: Clinical Implications of Coloniality in Arabic SLHS With a Focus on Standardized Assessment versus Dynamic Assessment.
15 minutes: Suggested Pathways to Address Biased Perspectives
15 minutes: Q&A Session
Seminar 10: 27 Jun 2025
6 P.M :8 P.M Cairo, GMT+3
The Continuum of Care in Medical Speech-Language Pathology.
Abstract:
Clinicians entering medical settings may feel unprepared for the complexities of medical practice despite their comprehensive academic background. Patients often present with multiple disorders, making efficient care delivery crucial due to constant time demands. Each healthcare setting—acute care, rehabilitation, outpatient clinics, skilled nursing facilities, and home care—has unique priorities that shape the practice of speech-language pathologists. Typically, students have limited practicum experience in all these diverse settings, and new medical procedures and medications that may impact communication and swallowing, posing additional challenges.
The seminar integrates SLP knowledge with practice-specific issues across various healthcare settings. It highlights the application of skills, knowledge, and clinical processes in each setting. Additionally, it delves deeper into the effects of medications on communication and swallowing and the importance of neuroimaging in clinical care—areas often underrepresented in graduate programs. Several case studies will be presented to help students explore the application of clinical and setting-specific principles, preparing them for real-world practice. This seminar also benefits speech-language pathologists transitioning from school-based or private practice settings into healthcare environments.
LEARNING OUTCOMES:
To learn how to deliver care across various healthcare settings, understanding the unique priorities and challenges of each setting.
Integrate foundational SLP knowledge with practice-specific issues in acute care, rehabilitation, outpatient clinics, skilled nursing facilities, and home care.
To recognize the impact of new medical procedures and medications on communication and swallowing and understand how to manage these challenges in clinical practice.
To apply clinical principles by analyzing case studies and preparing for practical, real-world scenarios.
Presenter Disclosure:
Dr.Reeman Marzougah has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Learner Outcomes
15 Minutes – Overview of Healthcare Settings
Acute Care
Rehabilitation
Outpatient Clinics
Skilled Nursing Facilities
Home Care
15 Minutes – Interactive Educational Game
An engaging game accessible via web browser or mobile device with audience participation.
30 Minutes – Course Content
Integration of SLP Knowledge with Practice-Specific Issues
Unique Priorities and Challenges in Each Setting
Impact of New Medical Procedures and Medications on Communication and Swallowing
Importance of Neuroimaging in Clinical Care
10 Minutes – Real-Life Situations
Application of concepts to practical scenarios
15 Minutes – Interactive Educational Game
Another engaging game accessible via web browser or mobile device with audience participation.
15 Minutes – Strategies for Transitioning into Healthcare Environments
Tips and techniques for SLPs moving from school-based or private practice settings
10 Minutes – Review of Learner Outcomes & Q&A
5 Minutes – Conclusion and Wrap-Up
Seminar 11 :25 Jul 2025
6 P.M :8 P.M Cairo, GMT+3
Speech-Language Pathology Services with Aboriginal Australians: Re-conceptualising Practice to Support Inclusive Education.
Abstract:
Introduction: The Central Region of Australia is a large swath of desert often referred to as the “outback” or “the Red Centre” because of the colour of the soil. At approximately 6000 km2, the Central Region is about the size of the state of Palestine but home to only 3,589 people (ABS, 2021), 79% of whom are Aboriginal. Fifty percent of the population is under 24 years old. There are 47 schools in Central Australia who report 7-52% of their students require adjustments to access education.
Staffing and retention for allied health positions including speech pathology in the region is an ongoing challenge and the impetus for this project. This presentation shares case studies from a federally funded allied health service delivery project which sought to explore alternative models of practice for school-based allied health service provision.
Background: I review the United Nations Human Rights documents, and discuss the literature available for best practice when working with Aboriginal children and their families. I discuss cultural responsiveness as defined by Indigenous Allied Health Australia (2019) and the intersection between ‘best practice’ in the literature and cultural responsiveness.
Case Studies of Practice: There is a current push from schools towards standardised testing and diagnosis for Aboriginal children despite the prevailing concerns around standardised testing for this population and the over diagnosis of multicultural and multilingual children in Australian schools. Current school-based reporting positions many Aboriginal children with learning needs as disabled and contributes to the narrative of Aboriginal children as underperforming and unequal to their non-Aboriginal peers. This project delivered services designed to upskill teachers and school community and did not include assessment of individual children.Clinicians worked with teachers and schools to support student inclusion based on reported and observed difficulties students had in participating in learning contexts.
This presentation revolves around three practice-based case studies, sharing the successes and challenges experienced in delivering speech pathology, occupational therapy, and psychology services in very remote, and remote school contexts. Key learnings: including successes and opportunities for growth will be shared. I will consider scalability and ethics of practice in this Australian context.
LEARNING OUTCOMES:
Understand the challenges and opportunities of delivering allied health services, specifically speech pathology, in remote communities (Australian Context).
Explore alternative models of practice for school-based allied health service delivery that prioritizes cultural responsiveness and inclusive education.
Discuss the importance of upskilling teachers and school communities to support students' learning needs, rather than focusing solely on individual student assessments and diagnoses.
Presenter Disclosure:
Dr. Bea Staley has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Overview of Objectives
Welcome participants and introduce the topic.
Outline seminar goals: understanding alternative models of practice in speech pathology, cultural responsiveness, and inclusive education for Aboriginal children.
15 Minutes – Background and Context
Provide an overview of the Central Region of Australia: demographics, challenges, and the need for speech pathology services.
Discuss staffing and retention challenges in allied health positions, and the impetus for the federally funded project.
Review relevant United Nations Human Rights documents and best practice literature for working with Aboriginal children and their families.
15 Minutes – Educational Activity: Cultural Responsiveness
Discussion on cultural responsiveness as defined by Indigenous Allied Health Australia (2019).
Participants reflect on their own understanding of cultural responsiveness and how it intersects with 'best practice' in speech-language pathology.
30 Minutes – Case Studies of Practice
Present three practice-based case studies from the project.
Discuss successes and challenges in delivering speech pathology, occupational therapy, and psychology services in remote school contexts.
Highlight the push for standardised testing and diagnosis for Aboriginal children and the impact on learning inclusion.
10 Minutes – Real-Life Application
Group discussion on how to implement culturally responsive and inclusive education practices in diverse school settings.
Participants share strategies for working with multilingual and multicultural populations, especially in remote areas.
15 Minutes – Educational Game: Identifying Barriers and Solutions
Interactive activity where participants identify barriers to inclusion faced by Aboriginal children in schools.
Work in teams to propose culturally responsive and ethically sound solutions for inclusive education.
15 Minutes – Key Learnings and Scalability
Discuss the key learnings from the case studies, including successful outcomes and areas for growth.
Consider the ethical implications and scalability of the alternative models of practice in other remote and underserved communities.
10 Minutes – Review and Q&A
Recap key points and takeaways from the seminar.
Open discussion and Q&A on re-conceptualising speech pathology practice to support inclusive education.
5 Minutes – Conclusion and Wrap-Up
Final thoughts on the importance of culturally responsive and inclusive practices in speech-language pathology.
Thank participants and provide resources for further exploration and implementation.
Seminar 12 :29 Aug 2025
6 P.M :8 P.M Cairo, GMT+3
Multilingualism and Language Disorder.
Abstract:
The session delves into the complexities of identifying Developmental Language Disorder (DLD) in children who speak more than one language. Effective support for multilingual children with DLD hinges on understanding their cultural background and home languages. This includes knowing the typical development patterns for these languages, both in children who speak only one language and those who speak multiple ones. Additionally, access to appropriate assessments and resources is crucial. Unfortunately, for non-English-speaking children, these three pillars are often lacking. Limited research on non-English language development creates a gap in knowledge and support. We'll explore the unique assessment challenges and discover strategies to effectively evaluate their language skills.
LEARNING OUTCOMES:
Describe the unique challenges of identifying Developmental Language Disorder (DLD) in multilingual children.
Discuss strategies for conducting effective speech-language assessments in multilingual populations.
Explain how cultural and linguistic factors can influence the presentation of DLD in multilingual children.
Presenter Disclosure:
Dr. Wael Al-Dakroury has no relevant relationships to disclose or any relevant financial or non-financial disclosures.
Time-Ordered Agenda
5 Minutes – Introduction and Learning Outcomes
20 Minutes – Understanding Developmental Language Disorder (DLD) in Multilingual Children
Overview of DLD
Typical language development patterns in single vs. multilingual contexts
20 Minutes – Interactive Case Study
Exploring real-life scenarios of multilingual children with DLD
Discussion of cultural and linguistic factors
20 Minutes – Effective Assessment Strategies
Challenges in assessing multilingual children
Techniques for conducting accurate speech-language assessments
Accessing and utilizing appropriate resources
15 Minutes – Interactive Activity
Participants engage in an assessment simulation or discussion activity
15 Minutes – Addressing Gaps in Research and Resources
Current limitations in research on non-English language development
Strategies to overcome these gaps
15 Minutes – Q&A and Discussion
Open floor for questions and sharing experiences
10 Minutes – Summary of Key Points and Wrap-Up