Inclusão da temática LGBTQIAPN+ na formação acadêmica e nas políticas públicas em Fonoaudiologia

Hancock A, Haskin G. Speech-language pathologists’ knowledge and attitudes regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) populations. Am J Speech Lang Pathol. 2015; 24(2): 206-21. doi: 10.1044/2015_AJSLP-14-0095

Jakomin JR, Ziegler A, Rio C, Suddarth R. Opportunities to learn transgender voice and communication therapy in graduate speech-language pathology education: Preliminary e-survey findings. Perspect ASHA Spec Interest Groups. 2020; 5(4): 876-83. doi.org/10.1044/2020_PERSP-20-00047

de Vries E, Kathard H, Müller A. Debate: Why should gender-affirming health care be included in health science curricula? BMC Med Educ. 2020; 20: 51. doi:10.1186/s12909-020-1963-6. doi.org/10.1186/s12909-020-1963-6

Mahendra N. Integrating lesbian, gay, bisexual, transgender, and queer issues into the multicultural curriculum in speech-language pathology: Instructional strategies and learner perceptions. Perspect ASHA Spec Interest Groups. 2019; 4(2): 384-94. doi.org/10.1044/2019_PERS-SIG14-2018-0007

Pratt-Chapman ML, Eckstrand K, Robinson A, Beach LB, Kamen C, Keuroghlian AS, et al. Developing standards for cultural competency training for health care providers to care for lesbian, gay, bisexual, transgender, queer, intersex, and asexual persons: Consensus recommendations from a national panel. LGBT Health. 2022; 9(5): 340-7. doi: 10.1089/lgbt.2021.0464.