This presentation examines healthcare disparities for people with communication disabilities, drawing on real clinical encounters to illustrate gaps that standard accessibility policies often fail to close.
This presentation looks at how healthcare systems are designed for patients with hearing loss, pointing to communication breakdowns and accessibility barriers that have persisted despite years of established guidance.
This presentation examines healthcare disparities for people with communication disabilities, drawing on real clinical encounters to illustrate gaps that standard accessibility policies often fail to close.
This presentation describes a five-year grant using participatory action to train healthcare students alongside advocates with intellectual disabilities, examining how community partnerships can shift long-standing power imbalances in care.
This presentation examines how medical students interact with standardized patients portraying speech disabilities during simulated clinical visits, uncovering gaps between recognizing bias and translating that awareness into practice.
This panel discussion brings together advocacy, federal, and policy representatives to consider how researchers, clinicians, and policymakers can collaborate to advance equitable healthcare for people with communication disabilities.
This panel discussion brings together researchers to consider whether specific language impairment and developmental language disorder should be separate or overlapping labels, reflecting on how terminology shapes advocacy.
This presentation explores whether a tiered screening and monitoring approach used for reading difficulties could also help identify children with language impairment, though the tools this would require remain unclear.
This presentation examines overlapping diagnostic criteria among language impairment, attention-deficit disorder, and social communication disorder, where removing certain scale items unexpectedly improved rather than weakened diagnostic accuracy.
This presentation examines word learning strategies in children with specific language impairment, showing that spaced retrieval outperforms repeated study despite far fewer retrieval attempts.
