Challenging Multilingual/Multicultural Cleft Cases in the U.S. and Abroad is organized by American Cleft Palate-Craniofacial Association (ACPA) and will be held on Oct 17, 2019 - Oct 17, 2021.
Attendees must register, attend and evaluate each webinar to receive continuing education credit. Presenter disclosures can be found in the "Topics" tab in the speaker bio.
ACCME: ACPA designates this educational activity for a maximum of 1 AMA PRA Category 1 Credits™. Physicians should only claim credits commensurate with the extent of their participation in the activity. The American Cleft Palate-Craniofacial Association is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
ASHA: This program is offered for 0.10 ASHA CEUs (Advanced Level, Professional Area).
NCNA/ANCC (pre approval): This activity will be submitted to the North Carolina Nurses Association for approval to award contact hours. North Carolina Nurses Association is accredited as an approver of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. To receive contact hours nurses must attend 80% of this CNE activity.
This course will provide an overview of assessment and treatment of articulation and resonance in patients from diverse backgrounds, including refugees/recent immigrants, international adoptees, individuals from multilingual backgrounds, and those treated abroad. Case studies will be utilized to illustrate these areas.The presenters will describe the speech assessment process for individuals who do not speak the language of the examiner, including the importance of determining differences vs. disorder and the optimal use of interpreters. Surgical timing for individuals who are internationally adopted, considering both psycho-social and language-learning factors will be addressed for typical cases and for those where development has been significantly affected by orphanage time or other causes. Complications in surgical timing for individuals with migrant status, differing cultural beliefs about surgery, lack of early surgery, and/or access to speech therapy will also be addressed.
Each learner will be able to describe: 1) culturally and linguistically appropriate assessment approaches for patients with cleft palate/velopharyngeal dysfunction (VPD), 2) how late cleft palate repair and/or lack of past speech therapy may affect future VPD surgical management decisions, and 3) the role that orphanage care may have on development and communication and the impact on management of VPD.
Additional details will be posted as soon as they are available.