Speech Language Pathologists (SLPs) work to support children's speech and language development. SLPs are required to provide culturally and linguistically responsive services. Books used within SLP sessions should include high-quality representation across a variety of aspects of identity, as the use of culturally relevant, inclusive literature serves to increase treatment outcomes, mitigate stereotypes, promote self-efficacy, and help children develop a sense of belonging across identities. The purpose of this research was to understand student perceptions of, and the impact of, a class session designed to teach students about the use of inclusive children's books. The class period included a lecture about the value of considering representation across different aspects of identity, application practice which allowed students to actively select books while considering both clinical targets and representation, and reflective assignments. The reflective assignments were analyzed to discover changes in students’ thoughts regarding the aspects they considered while selecting books for therapy, the importance of considering aspects of representation, and how challenging it is to access books with diverse representation. Results will be used to inform future decisions about the value and impact of class sessions devoted to this topic.
