Components of an International Service-Learning Program

Purpose: International service-learning programs allow speech-language pathology students to gain clinical experience with many clients with cultural and linguistic heritage that differs from their own. This supports student attainment of skills in the areas of cultural humility and culturally responsive practice while providing services to underserved individuals. The purpose of this article is to discuss components, benefits, and barriers in carrying out an international service-learning program for graduate speech-language pathology students. This article describes the interrelated components of a program wherein speech-language pathology faculty and students, as part of a larger, interprofessional team, provide speech, language, and swallowing services to underserved individuals in Jamaica, West Indies. Aspects of the program discussed include a preparatory course for speech-language pathology graduate students who will participate in the service-learning experience, clinical supervision, communication with interprofessional team members and international constituents, the short-term service-learning experience, and the development of a telehealth program to extend services outside of the short-term service-learning experience. Conclusions: When carefully planned and regularly assessed, an international service-learning program can facilitate culturally responsive practice in graduate speech-language pathology students by preparing students both clinically and in their understanding of the host community. The ability to provide services outside of the short-term service-learning experience using telehealth is important in providing continuity of care but also has limitations that will be addressed.