This presentation shares reflections from two Speech-Language Assistants who work in First Nations schools in rural communities in British Columbia alongside a traveling Speech-Language Pathologist. Drawing from their lived experiences considering their communities and schools, the presenters will explore the collaborative practices that have supported meaningful relationships with students, families, and school staff.
Rather than presenting a single model of service delivery, this session highlights the importance of listening, humility, flexibility, and relationship-building when providing speech-language services in First Nations communities. Participants will be invited to consider how these principles may be applied within their own practice, regardless of their geographic location or service delivery model.
Through stories and practical reflections from the field, this presentation aims to foster dialogue among professionals across Canada about culturally responsive collaboration, community-informed practice, and the ongoing learning that accompanies work in Indigenous communities.
Learning objectives
- Reflect on the importance of meeting communities where they are at and building relationships over time.
- Consider how trust, listening, and ongoing learning can support collaborative partnerships in First Nations schools and communities.
- Explore opportunities to incorporate relationship-centred and community-informed approaches into their own practice.
Groupe d’âge
- Les enfants d’âge scolaire (de 5 à 17 ans)
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