I’m Asha Shelton—not to be confused with A.S.H.A. (the American Speech-Language-Hearing Association)! I was raised by Caribbean parents who were active in Toronto’s Black community, which shaped my values around communication, identity, and advocacy. I was part of the SMP in 2007, a program shaped in part by one of its key figures—my uncle, Dr. Dominick Shelton. The SMP helped launch my path into healthcare, and I’ve come full circle by staying involved through volunteering and mentorship. For me, EDI is both personal and professional—I aim to make culturally responsive care a lived practice, not just a concept. 

SMP gave me access to spaces I wouldn’t have otherwise had. I met peers and mentors who still support me today. It built my confidence and helped me see myself in a healthcare profession. SMP is a space for students to feel seen and supported. I’ve come full circle by mentoring in the program and still benefit from the intergenerational support it offers. 

This is my first year as an Adjunct Lecturer. I recently taught a lecture on aphasia management in multilingual populations and drew from research and lived experience. I believe it’s essential for students to understand how language intersects with identity, power, and safety. We can’t be patient-centered without acknowledging how culture, language, race, and other factors shape communication. In a city as diverse as Toronto, working with a culturally competent lens is not an option—it’s an essential component of patient centred care. Addressing it from the start ensures that future SLPs see it as a natural part of practice rather than an afterthought, allowing them to provide effective, culturally responsive care to all clients. 

Take up space and bring your full self into your practice. Learn how your culture and language shape your worldview. Be curious, self-reflective, and always growing. Cultural competence isn’t about having all the answers—it’s a lifelong process. I encourage students to seek out resources beyond textbooks—community events, lived experiences, and cultural traditions all inform good practice. Travel can be a great teacher too. That’s how I learned that mochi, a Japanese New Year’s treat, is culturally significant but also a known choking hazard. Cultural competence means understanding both safety and the emotional ties that shape our clients’ experiences. 

A clinical mentor once told me that having a hint of doubt about your clinical competency isn’t a bad thing —it pushes you to ask questions, seek answers, and stay current with evidence-based care. That mindset has stuck with me, especially in the context of cultural competence, where continuous learning and self-reflection are just as important as clinical skills.