B.A. University of Rochester
M.A. Kean University
J.D. Rutgers Law School-Newark
Ph.D. Columbia University
Dr. Crowley's work focuses on enhancing the quality of services that our children and adolescents receive particularly those bilingual and minority students and students from lower socio-economic status. First and foremost this requires that professionals who work with these students have the highest quality knowledge and skills. Quality professionals alone cannot make the needed changes. What is also needed is that the law and public policies must be in place so that quality professionals to do work that may be inconsistent with the current clinical practice. The nexus of special education, sociolinguistics, bilingualism and bidialectalism, is where Dr. Crowley's scholarly interest lies.
Since 2006 Dr. Crowley has led annual trips to Ghana and Bolivia whereby her TC SLP graduate students provide e free services to people with communication disorders. The international work is designed to provide opportunities for student to acquire high quality clinical skills and cultural competencies that will transfer to their work with diverse populations in the U.S., and developing a "world citizen" approach to SLP. This is the link to the TC SLP 2011Ghana trip blog. http://blog.asha.org/2011/02/11/gone-to-ghana/
Levy, E. S.&Crowley, C. J. (2012). Policies and practices regarding students with accents in speech-language pathology training programs. Communication Disorders Quarterly, 34, 59-68. 10.1177/1525740111409567
Crowley, C. and 2011 Ghana Team (2011, February 11). Gone to Ghana. Retrieved from http://blog.asha.org/2011/02/11/gone-to-ghana/ (2011, February 15).
Crowley, C. (2010, February). Incorporating AAC in the Community: Beyond "More Bubbles". Augmentative Communication World Network (ACWN)Newsletter. Found at http://www.centralcoastchildrensfoundation.org/feb10.htmCrowley, C. (2010).A critical analysis of the CELF-4: The responsible clinician's guide to the CELF-4.
(Doctoral dissertation). Available from Dissertations and Theses database. (UMI No. 3420871)
Crowley, C. (2010) "Bilingual Extension Institute" "Facebook.com" page Developed to provide former students and interested professionals with updates on current research and new developments for SLPs and psychologists working with bilingual and multicultural populations.
Polovoy, C. & Crowley, C. (2009). "Aural rehabilitation telepractice: International project links NY student clinicians, Bolivian children", The ASHA Leader June 16, 2009,14(8), 20-21.
Crowley, C. (2007, Oct. 16). "Gaining cultural competence: Student SLPs work and learn in Bolivia" The ASHA Leader."Deviations from the Norm", 2006 monthly column in The ADVANCE for Speech Language Pathologists and Audiologists. Co-authors were all TC SLP students.
- Crowley, C. & Ouellette, P. (2006, Jan. 27). "Introducing ABEL: Assessment Based in Evidence and Law".
- Crowley, C. & Ouellette, P. (2006, Feb. 24). "Asking the Critical Questions: The Parent Interview".
- Crowley, C. Bielefeld, A., & Ouellette, P. (2006, Mar. 27). Putting the tests to the test: Confidence intervals".
- Crowley, C. Bielefeld, A., & Ouellette, P. (2006, April 24). "Putting the tests to the test II: Discriminant accuracy".
- Crowley, C. & Ouellette, P. (2006, June 15). "What IDEA 2004 says about assessment".
- Crowley, C. (2006, Oct. 23). "Columnists respond to readers' questions".
- Crowley, C. (2006, Nov. 17). "The teacher interview: Questions you need to ask".
- Crowley, C., Agosto, N., & Castle, G. (2006, Dec. 11). "Cultural and linguistic biases in assessment materials".
Crowley, C. J. (2004, March 16). "The Ethics of Assessment With Culturally and Linguistically Diverse Populations". The ASHA Leader.Crowley, C. (2003) "Diagnosing communication disorders in culturally and linguistically diverse students". ERIC Clearinghouse on Disabilities and Gifted Education. Digest E650m EDO-EC-03-11.
Crowley, C. & Valenti, D. (2002). "Vocabulary development with culturally and linguistically diverse children and Adolescents". Perspectives, ASHA Language and Learning SID, Nov. 2002.
In the newsTC Faculty, Administrators Receive Humanitarian Award for Work in Ghana" (March 7, 2012) http://www.tc.columbia.edu/news.htm?articleID=8421
Inter-agency Network for Education in Emergencies. (2011, February 3). "Ghana's unit schools integrate learners with disabilities." Found at http://www.ineesite.org/index.php/blog.
TV3 News Midday Live. (2011, January 14). Midday live [Television broadcast]. Accra, Ghana: TV3. Retrieved from
Dowskin, E., (2011). "Words from Ghana."Inside TC, 16(3), 1. Found at http://www.tc.columbia.edu/news/article.htm?id=7827.Levine, J. (2009). "Hearing aids: TC team delivers speech and language therapy via the Internet to a school for the deaf in Bolivia." Inside TC, 14(3), pp. 10-11. Found at http://www.tc.columbia.edu/news/article.htm?id=6799.
Sapers, J. (2009). "Giving Voice to the World".TC Today, Spring/Summer 2009, 52-55. Found at http://www.tc.columbia.edu/bbs/speech-language/detail.asp?Id=In+the+Spotlight&Info=Giving+Voice+to+the+World&showSpotList=YesPolovoy, C. & Crowley, C. (2009). "Aural rehabilitation telepractice: International project links NY student clinicians, Bolivian children", The ASHA Leader June 16, 2009, 14(8), 20-21. Found at http://www.asha.org/Publications/leader/2009/090616/f090616b.htm
Levine, J. (2007, October). "Bolivia helping children to see and be heard: Visiting TC students navigate cultural differences to provide speech and language services."Inside TC. Found at http://www.tc.columbia.edu/news/article.htm?id=6409
Levine, J. (2009, December). "Saxman, Crowley Honored by Professional Association for Work in Diversity". Inside TC, 15(1). Found at http://www.tc.columbia.edu/news/article.htm?id=7284
"TIEMPO". Channel 7, ABC network. Joe Torre program. Aired, March 16, 2010. 15 minute segment on the shortage of bilingual SLPs. Appeared with current and former TC SLP students.Levine, J. (2008-09, Winter). "Blazing a (Speech)"Path" in Cambodia." Inside TC, 14(3). Winter 2008-2009, pp. 12.
Gottfred, K. (2008, August) "From the President: A broader vision of advocacy." ASHA Leader, August 2008.Dicker, R. (2006, March 11). "Speaking in (2) tongues: Raising a bilingual kid takes a little diligence" by Ron Dicker. New York Daily News. New York, NY. March 11, 2006.
Karlin, R. (2006, January 16). "Schools pressed on special education numbers: Children lacking disabilities are often placed in classes." Times Union, Albany, NY January 16, 2006Mosheim, J. (2005, June). "Speech and language testing: Good knowledge base required for complex process." ADVANCE, 15(26): 6-8 (June 2005)
ASHA (2011). "Clinical education of students with non-native accents and dialects". Rockville, MD: ASHA. (One of 4-person ad hoc group that drafted the document for ASHA).
ASHA (2010). "Roles and responsibilities of SLPs in Schools". Rockville, MD: ASHA. (One of six-person committee that drafted document for ASHA).
ASHA (2005). "Ethical issues and solutions: Working with ELL students". June 5, 2005. National-wide teleconference. Now part of ASHA's permanent professional development catalogue.
ASHA (2004). "Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services" Rockville, MD: ASHA. (Lead author and Chair of knowledge and skills document committee of ASHA's Multicultural Issues Board).
ASHA (2003)." American English Dialects" [Technical Report]. (Named co-author). Available from www.asha.org/policy.
ASHA's Multicultural Issues Board (2002). "Best practices approaches for working with culturally and linguistically diverse children" Guest editorial. ASHA Leader, 4/2/02.(Authored article for MIB).
Coordinator of the bilingual/bicultural program focus for the graduate program in speech-language pathology and the Bolivia and Ghana programs
Director of the Bilingual Extension Institute
ASHA Certificate for Outstanding Contributions in International Achievement, 2011
ASHA Fellow, 2010
ASHA Diversity Champion, 2009
ASHA's Certificate of Recognition for Special Contributions to Multicultural Affairs, 2007
ASHA's SID 1 Starfish award, 2007.
Board Recognized Child Language Specialist, 2005 to present.
The Outstanding Teacher Award from Dean of College based upon student evaluations, 2003-2004, Teachers College Columbia University.
Golden Apple, November 2003 from ASHA Leader based upon nominations from graduate students.
R. Van Hattum Award, from the American Speech Language and Hearing Association for outstanding service to children in the schools.
R. Van Hattum Award NYS Nominee to ASHA from the New York State Speech Language and Hearing Association.
Outstanding Advocacy on Behalf of the Children and their Families, from United Cerebral Palsy of New York City Manhattan Children's Program.
Teaching commendation from Dean of the College based upon student evaluations 1999-2000, Teachers College Columbia University.
NYS Licensure Board for Speech Pathology and Audiology 2002-2012. Past chair and vice chair.
ASHA SID 17 Global Issues in Communication Disorders, Founding steering committee member.
ASHA committee member, to revise the Roles and Responsibilities of the School-based SLP
ASHA personnel shortage cadre expert for northeastern U.S.
ASHA Government Relations and Policy Planning Board, 2004-2006.
ASHA Multicultural Issues Board, 2001-2003.
provide culturally and linguistically appropriate services" 2002-document publication in 2004.
New York State Speech Language and Hearing Association, member.
BBSQ 4900: Rsch-Indp Stdy-Lng-Sp Path-Aud
BBSQ 5111: Assessment and evaluation
Prerequisites: A course in normal language development and a course in Language Disorders in Children. Studies use of published tests, technology, and alternative and curriculum-based strategies in assessment. Focuses on the impact of bilingualism and sociolinguistics on the assessment of culturally and linguistically diverse clients across the lifespan, covering the full range of disabilities.
BBSQ 5115: Language disorders in children
Prerequisites: A course in normal language development. Language disorders in children, including native English speakers and children from culturally and linguistically diverse homes, covering the full range of disabilities. Course covers birth through late adolescence and includes impact of language disorders on language acquisition, literacy development, and uses of technology.
BBSQ 5120: Communication disorders in bilingual/bicultural children
Study of effect of bilingualism, bilingual education, sociolinguistics, psycholinguistics and multicultural perspectives in education on the communication disordered child. Considers appropriate assessment and treatment to ensure optimal academic success for English Language Learners, bidialectal, and bicultural children with communication disorders, covering the full range of disabilities.
BBSQ 6900: Rsch Indp Stdy-Lng-Sp Path-Aud
Rsch Indp Stdy-Lng-Sp Path-Aud
Centers and Projects
The Bilingual Extension Institute at Teachers College Columbia University provides clinicians with the knowledge and skills to make these differential diagnoses and provide appropriate services. The bilingual extension certificate requirement of the State Education Department recognizes the need for special training. Any clinician who works with bilingual children and adolescents (ages 3-21) for IEP based-services must obtain this add-on to their Teacher of Students with Speech and Language Disabilities certificate. The Bilingual Extension Institute at Teachers College Columbia University fulfills all requirements of the bilingual extension, except for the NYSED BEA, the language proficiency test.
The Center for Adult Education is interested in research on adult and organizational learning; and on transformative learning for adults in a variety of settings. The Center has conducted award-winning research on literacy and has pioneered an innovative Action Research Professional Development program (ARPD) for literacy teachers through reflective practice and experimentation in the classroom. The Center has also conducted many formative evaluation studies of adult education initiatives using Perspective Discrepancy Assessment.
The LEADERS project website is designed for practitioners, educators, and families. A primary goal is to make resources available to ensure that those from lower income homes, and bilingual and minority children and adolescents receive competent services.
The LEADERS site features a media library with educational videos, a resource library that includes legal information; relevant research with suggestions on how to apply the findings into clinical practice; resource manuals for specific languages; and analyses of the most widely-used IQ, speech and language, and educational tests. The site also includes articles written by the LEADERS Project team, a glossary of terms you will find used on the site, and a blog for community development.