Integrating Lesbian, Gay, Bisexual, Transgender, and Queer Issues Into the Multicultural Curriculum in Speech-Language Pathology: Instructional Strategies and Learner Perceptions

Abstract

Purpose Instructors teaching courses on diversity issues in communication sciences and disorders do not typically or uniformly teach about lesbian, gay, bisexual, transgender, and queer (LGBTQ) culture. The purpose of this article is to provide readers with a detailed description of the importance, historical context, and pedagogical methods for integrating LGBTQ content and history into courses on diversity issues for speech-language pathology and audiology students. Conclusion Content on LGBTQ culture and history merits inclusion in the curricula for future health care providers given the backdrop of historic and continuing discrimination as well as persistent health disparities among LGBTQ-identified persons. This article provides one example of the instructional design of an LGBTQ teaching module, embedded into a required course on cultural and linguistic diversity for speech-language pathology students. This preliminary investigation revealed that learners responded positively to this content module, demonstrating interest and engagement as well as improved awareness and knowledge for better serving LGBTQ clients.