This document contains the nonword tasks first developed by Dollaghan & Campbell (1998) as part of assessment that is less biased towards diverse populations. Read More
Category: Catherine (Cate) Crowley
Catherine J. Crowley, CCC-SLP, J.D., Ph.D., is a Distinguished Senior Lecturer in the program of speech language pathology at Teachers College Columbia University in New York City. She joined the program in 1998 and became a fulltime member in 2004. In 2001, Cate developed and continues to coordinate the bilingual/bicultural program focus and the Bolivia and Ghana programs. In 1996, she created and continues to direct and teach in the TC Bilingual Extension Institute, the only discipline-specific bilingual extension program for SLPs. TC is the only university with discipline-specific bilingual extension programs in New York State and one of only a handful nationwide. Cate, a fellow of the American Speech-Language and Hearing Association, has received several national awards including ASHA’s “Special Contributions in Multicultural Affairs”, ASHA’s first award for “Outstanding Contributions in International Achievement”, and the “2012 Humanitarian Award” from the National Coalition of Ghanaian Associations.
Over the years, Cate used her background as an experienced attorney to shape change and implement appropriate clinical practice especially regarding appropriate assessment of bilingual and minority students and students from lower income backgrounds. She currently has a multi-year consulting project with the NYCDOE and regularly consults on assessment issues with federal, state, and local agencies. Cate was the primary author of the ASHA’s 2004 policy statement that identifies the knowledge and skills needed to provide culturally and linguistically appropriate services and wrote the seminal article on ethical approaches to multicultural populations with disabilities which is cited extensively in the literature. Recent publications focus on her international work in Ghana, Bolivia, Guatemala, and Colombia, appropriate disability evaluations, and issues related to clinician accent and intelligibility.
AAC Market Cards in Ghana- French
The AAC market cards were created in response to a desire from the families that their children be able to participate in a typical activity for Ghanaian children: buying food for the family at the market. The AAC market cards have the name and picture of the item the students are to buy for their families. The cards also have the cost; that is how much of the item the family wants the student to buy. How to use the cards has been disseminated through annual professional development retreats so they are now used by students with autism, intellectual disabilities, and cerebral palsy throughout Ghana. The video tutorials are dubbed into several African languages including Swahili, Amharic, Kikuyu, and West African French.
Narrative Stories- Playlist
Each video has an individual transcript in that language in the description for that particular video.
Narrative Stories- Amharic Version
The transcript for this video in Amharic is in the process of being created and will be posted as soon as possible.
Communication Passports at the Sunyani Unit School- Ghana
Communication passports are intended for those who have difficulty communicating through words. A communication passport consists of a series pages held together and hung around an individuals neck. They contain the most important information about the individual, such as contact information and likes and dilikes. Mr. Demoa demonstrates how to create communication passports at a workshop he hosted at the Sunyani Unit School for Students with Special Needs.
Vocational Training at the Aboom Unit School- Ghana
In this video Mary Osei presents her school, the Aboom Unit School for Children with Special Needs, and the vocational training she provides her students. The students learn every step in the process of producing bags for sale, from purchasing the cloth to pricing and labeling the completed bags. Cate and Mary hope the Aboom Unit School can be an example for other schools who wish to provide their students with training that allows them to find independent employment when they are older.
Appropriate Assessment Procedures- Part 2 (Preschool Disability Evaluations: Module 13)
This module examines different sources of bias that are present in commonly used standardized language tests. Read More
AAC Market Cards in Ghana Playlist
Catherine (Cate) Crowley and Miriam Baigorri developed the AAC (Augmentative and Augmentative Communication) Market Cards over several years in collaboration with Belinda Bukari of the Unit School in the Effiduasi Methodist School located outside of Kumasi, Ghana. The AAC market cards were created in response to a desire from the families that their children be able to participate in a typical activity for Ghanaian children: buying food for the family at the market. The AAC market cards have the name and picture of the item the students are to buy for their families. The cards also have the cost; that is how much of the item the family wants the student to buy. How to use the cards has been disseminated through annual professional development retreats so they are now used by students with autism, intellectual disabilities, and cerebral palsy throughout Ghana. The video tutorials are dubbed into several African languages including Swahili, Amharic, Kikuyu, and West African French.
