Students co-create frameworks that center equity and justice in SLP in schools. Situates SLP practice within historical and ideological roots; analyzes the socio-political context underlying service delivery to minoritized children labeled as disabled; interrogates how socially constructed positionalities intersect within systems of oppression, and how this affects instructional practices for all; integrates culturally responsive, sustaining, and decolonial pedagogies into speech-language practices; and develops new assessments and interventions.
