Community and university partnerships: Integrating Sustainable Development Goals 3, 4, 10, 11, and 17

• Published in: International journal of speech language pathology 2023-02, Vol.25 (1), p.102-106
• Main Authors: Carroll, Clare, Fitzgibbon, Ita, Caulfield, Mari
• Format: Article
• Language: English
• Subjects: Autism; client-centred practice; Colleges & universities; Communication disorders; Disabled Persons; Global Health; Goals; good health and well-being (SDG 3); higher education; Humans; partnerships for the goals (SDG 17); People with disabilities; quality education (SDG 4); reduced inequalities (SDG 10); Speech therapy; Speech-language pathologists; Speech-language pathology; sustainable cities and communities (SDG 11); Sustainable Development; Sustainable Development Goals (SDGs); Teaching methods; Team teaching; Universities
• ISSN: 1754-9507; 1754-9515
• DOI: 10.1080/17549507.2022.2154081

Speech-language pathology graduates are not only expected to be proficient in their area of expertise but to have developed skills that contribute to society as a whole. The purpose of this paper is to illuminate the relationship between the Sustainable Development Goals (SDGs), in particular, good health and well-being (SDG 3), quality education (SDG 4), reduced inequalities (SDG 10), sustainable cities and communities (SDG 11), and partnerships for the goals (SDG 17) through the involvement of experts-by-experience in the classroom on a pre-registration speech-language pathology course. An innovative approach to student-centred learning involved Tom, a person with autism, his family, and his speech-language pathologist (SLP). This commentary is co-written with Tom's mother and advocate, his SLP, and a university educator. Tom's mother's writing was not changed in anyway as agreed in the writing contract. Co-teaching with experts-by-experience (a parent, and a person with a communication disability) has the potential to strengthen the bonds between communities and universities. Involvement by experts-by-experience promotes equality in teaching and sees the person and the ability behind the disability. SLPs and university educators must collaborate to make this a reality. This commentary paper focusses on SDG 17 to illuminate the relationship between SDG 3, SDG 4, SDG 10, and SDG 11.