The United States is becoming ever more linguistically and culturally diverse with a multicultural mix very different in race, religion, and ethnicity. By the year 2050 82% of the increase in population from 2005 to 2050 will be due to immigrants and their children - the majority of whom are a diverse multicultural mix very different in race, religion, and ethnicity. Non-Hispanic Whites are no longer projected to make up the strong majority of the US population by 2042. Instead, the Hispanic or Latino population will rise from 16% today to 30% by 2050. 

In the last three decades the percentage of the country's non-English language speakers grew by greater than 140%. Yet, at the start of the 21st century, Minorities receive lower quality of health care even when socioeconomic and access related factors were controlled. Why is this so?

These statistics portend an unfair reality: non-dominant racial and ethnic groups in the United States experience unequal burdens of disease and death because of disparities in health care. Our current health and educational system is rife with bias that encourages less than equal health to minorities. These disparities in healthcare are often due to bias, stereotype, and prejudice. Combating these trends is essential and backed by the full legislative backing of Presidential Executive Order 13166, Title VI of the Civil Rights Act, and the Americans with Disabilities Act.

Learning how to be culturally and linguistically competent is critical for educators, therapists, service coordinators, and early intervention officials. Learn how to be culturally competent when interacting with families from the diverse spectrum of unique cultural differences, including race and ethnicity, national origin, religion, age, gender, sexual orientation, physical disability, immigration status, disability status, level of education, age, social class or geographic location.

Learn about Ethnocentrism, Essentialism, cross-cultural communication, cultural literacy, concordance the appropriate use of interpreters, and how to practice multicultural competence. Learn to self-examine your bias to avoid prejudice, stereotypes and improve cultural sensitivity with case studies in appropriate cultural and linguistic competency. Course outline includes examples of real/hypothetical situations, the theoretical basis for decision making as well as legal standards of behavior consistent with the Texas (and other State board) Practice Acts & APTA code of ethics for professional conduct.

The Cultural Competency Primer is an essential review for all professionals who work in the early intervention and pre-school setting!

Sign up now!

This program is offered for 0.50 ASHA CEU's (Level:  Various     Content Code:   Related)

ASHA LEARNERS PLEASE NOTE: There are 2 purchase options above, EI Continuing Education and CEU. If you wish to earn ASHA CEUs for this course and you select the CEU option, your information including name, address, e mail and ASHA ID, will be sent to ASHA CE.  If you do not want your information sent to ASHA, please select the option for continuing education.

EITTOC is an AOTA Approved Provider of professional development. Course approval ID# 8922. This distance learning-independent is offered at 0.5 CEUs, introductory, Professional Issues. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA or indicate AOTA approval of a certification or other professional recognition.

APPROVED BY THE ILLINOIS EARLY INTERVENTION TRAINING PROGRAM FOR EARLY INTERVENTION CREDENTIAL CREDIT for 4.0 hours

Approved as a Core of  Knowledge Training  by the Office of Childcare: Maryland State Department of Education 

- Approved by the National Association of Social Workers (NASW) –

Disclosure: David C Saidoff PT - course developer/presenter - has the following relevant financial relationships to disclose: he receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose: EITTOC Board of Directors: volunteer member. Melissa Whelan, OTR - course developer/presenter - has the following relevant financial relationships to disclose: she receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose: EITTOC Board of Directors: volunteer member.  Kristen O’Leary, SLP, has the following relevant financial relationships to disclose: she receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose: EITTOC Board of Directors: volunteer member.  Dr. Josh Lamm, MD has the following relevant financial relationships to disclose: he receives monetary compensation for the preparation of this course, in addition to a percentage of company sales, and has the following relevant non-financial relationships to disclose: EITTOC Board of Directors: volunteer member.  Declaration: Approval of this course does not necessarily imply that any of the governing bodies (e.g., West Virginian Board of Physical Therapy, or other such governmental or NGO’s supports the views of the presenter or sponsor. Information provided should be used within the scope of practice. No relevant financial or non-financial relationships exists between EITTOC or the products discussed any course; no such relationship or endorsement exists for any products mentioned in any courses sponsored by EITTOC, or in any of the items (such as specific AED or Epinephrine injection product) or any testing instrument used to evaluate children; the above course is specific to said-topic, and may not be extrapolated to any other course or topic outside the scope of this course. Course instructor(s) have no other financial or non-financial remuneration - whether prior to or following course delivery; the above advertisement is made available to all physical therapy (and other) licensee on a non-discriminatory basis. Information provided should be used within scope of practice. AOTA does not endorse specific course content, products, or clinical procedures. The onus of responsibility for this course – granted contact hours by the AOTA – is for each OT professional to check with their State board of OT to see if this course meets licensure requirement for continuing education.