Survey Update
Equity, Diversity, and Inclusion (EDI)

On June 6, 2021, we sent out a survey to current and past students as well as faculty of the UofT SLP program. This online survey consisted of 20 questions with a combination of multiple-choice and open-ended questions. We wanted to capture experiences during training in the SLP program at UofT, as it relates to the topic of equity, diversity and inclusion. We collected responses until the end of July 2021 and had 49 respondents in total. We are very grateful to those who participated and shared their experiences with us. It is our hope that these survey findings will inform policies, practices and support EDI initiatives within the UofT SLP program. We’ve organized the survey findings and provided a summary below.

Equity, diversity and inclusion within the UofT SLP program should begin at the initial stages of recruitment and admissions. Survey respondents have indicated that it is essential to increase diversity among faculty and admissions committee members in order to attract and admit future clinicians from different walks of life in order to be representative of the diversity we serve. Within the UofT SLP program, EDI must be integrated into all aspects of teaching in the classroom and clinical settings to ensure that clinicians are prepared to support diverse clients/patients. Furthermore, EDI-related questions or concerns require follow-up that is individualized and sensitive to their inherent complexity which may be achieved through new initiatives and/or redefining the role of faculty advisors.

We gathered information about the academic experience of past and present students. The main themes were promoting more accessibility and accommodations, highlighting current supports available to students, finding ways to support conflict resolution, and sharing affirming practices that students found beneficial throughout the program. Survey results demonstrated that students want the program to foster cultural competence (both at the academic and clinical level) and are seeking more supports for accessibility and accommodations during academic and placement terms, which the program is currently lacking. Respondents found that resources and practices which focused on an EDI-lens (i.e., the JF Walker lecture, guest presentations on cultural diversity, the creation of this EDI committee, etc.) were all positive steps towards creating a more inclusive program but that there is still a need for more of these resources and practices throughout the program. Overall, a greater focus should be placed on critically evaluating the program through an EDI-lens to ensure there is equal treatment and opportunities being provided to all students.

Clinical education is a key part of the training as an SLP student. Respondents highlighted subjects of accessibility, evaluation, managing conflicts with Clinical Educators (CEs) and the placement sites themselves. Respondents felt that there was a lack of awareness and understanding about accessibility services available to students (i.e., need more cultural sensitivity on the part of CEs), and that there was a lack of guidance regarding the policy for missed placement days. Respondents also reported instances of implicit bias from their CEs when evaluating students, limited guidance on how best to manage conflicts during placement, challenges related to attending faith-based sites and lack of access to transportation.

Overall, the survey results have solidified the need for EDI-informed practices within the UofT SLP curriculum - both at the academic and clinical levels. Our committee's goal is to take the information that we have obtained to stakeholder groups including faculty, clinical educators, and current students to further inform next steps/change.