Abstract
Purpose: This investigation surveyed program directors of speech-language pathology graduate programs in the United States to determine their views on the academic instruction and clinical practicum experiences that are provided to prepare students to work with culturally and linguistically diverse populations. Method: An online survey was administered to program directors of accredited programs in speech-language pathology throughout the United States. Results: Overall, program directors felt that their programs prepared students to provide speech-language pathology services to culturally and linguistically diverse populations. Two survey questions yielded statistically significant differ- ences across geographic regions of the United States. The first related to the amount of academic instruction provided in cultural and language diversity (CLD), and the second to the adequacy of numbers of individuals from culturally and linguistically diverse backgrounds to participate in clinic practica. Responses to an open-ended question also sug- gested that some directors perceived challenges related to
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