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collaborating with visiting minority-world SLPs, while maintaining their own caseloads and advocacy efforts. Despite employing different frameworks, the authors in this collection consistently conclude that policies and solutions need to be locally and collaboratively derived and issue-orientated without merely transplanting best practices across countries. networks committed to advocating for improved service availability and accessibility for all PWCD regardless of where they, or we, reside in our world. We are excited about innovative collaborations of SLPs, such as the International Communication Project (see http://www. internationalcommunicationproject.com), that highlight the work of SLPs in diverse locations and open up avenues for future dialogue. What we share here, are just a few of the stories of minority–majority world SLP clinical practices that are striving to change the way we work in varied contexts. We hope that these ideas translate or inspire others working (or thinking about working) in majority-world contexts to create a vibrant network of collaborative SLPs internationally. References Hartley, S. (1998). Service development to meet the needs of “people with communication disabilities” in developing countries. Disability and Rehabilitation , 20 (8), 277–284. From the papers presented it is evident that as a global profession we are beginning to establish

Hartley, S. D., & Wirz, S. L. (2002). Development of a “communication disability model” and its implication on service delivery in low-income countries. Social Science & Medicine , 54 (10), 1543–1557. Marshall, J. (1997). Planning services for Tanzanian children with speech and language difficulties. International Journal of Inclusive Education , 1 (4), 357–372. doi:10.1080/1360311970010405 United Nations. (2015). Sustainable development goals: 17 goals to transform our world . Retrieved from http://www.un.org/sustainabledevelopment/sustainable- development-goals/ United Nations Development Group (2014). Delivering the post-2015 development agenda . Retrieved from: http:// www.undp.org/content/undp/en/home/librarypage/mdg/ delivering-the-post-2015-development-agenda.html Dr. Bea Staley is a speech pathologist who has been working with young children and their families for 15 years. She has worked in Australia, Kenya, America and the Northern Mariana Islands. She is a lecturer in the School of Education at Charles Darwin University, where she teaches classes around diversity, disability and inclusion. Suzanne C. Hopf is an Australian speech-language pathologist that lives in the Republic of Fiji. Suzanne’s PhD describes typical Fijian children’s speech, language and literacy development, and how Fijians support children and adults with communication and swallowing disabilities.

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JCPSLP Volume 18, Number 3 2016

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