This module examines different sources of bias that are present in commonly used standardized language tests. Read More
Category: English Language Learner (ELL)
An English Language Learner (ELL) is an individual who is learning English in addition to his or her native language. This can also be defined as any child who is exposed to another language or dialect to a point that significantly impacts English language development. For example, a child may speak Spanish at home, but learns English at school.
Validity Part 3- ELLs, IQs, and Cognitive Tests (Preschool Disability Evaluations: Module 08)
This module examines validity issues for psychological tests such as the lack of validity of standardized IQ tests when used with bilingual individuals and English language learners (ELL). Read More
Law and Policy: NYCDOE Preschool Evaluations Fall 2011 Memo
NYCDOE Preschool Evaluations Fall 2011.pdf
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed. Read More
Law and Policy: Guidelines for NYSED Preschool Evaluations June 2013
Guidelines for NYSED preschool evaluations.pdf
This memo outlines current issues in the speech and language evaluation process in New York. Read More
Relevant Research: Cultural Considerations with Response to Intervention Models
Source URL: View this document at the National Education Policy Center
This article describes a framework for schools and other educational institutions to follow in order to begin to implement RTI with their own students.
Relevant Research: Grammatical Morphology in Children Learning English as a Second Language: Implications of Similarities with Specific Language Impairment
Source URL: View this article on PubMed
This study provided evidence that typically developing children acquiring English exhibit errors on standardized tests that are similar to the performance of monolingual children with specific language impairment.
An Unanticipated Response to Intervention
I began this school year straight out of graduate school, well-educated in Response to Intervention theories and practices, eager to incorporate at-risk work into my schedule. It’s effective, it’s important, and, more importantly, as of July 2012, it’s legally mandated in the NYC school system. I was particularly excited when I learned that, as I was working in a newly-established school, my schedule would not be immediately overloaded. After calculating my caseload, I realized I’d have a few free periods throughout the week, a myth in the New York City school system, where so many SLPs are faced with impossible caseloads of 50-60 students, working through preparatory periods and lunch and even that’s not enough to accommodate all the mandates.
Introduction to Appropriate Assessment Procedures (Preschool Disability Evaluations: Module 11)
In this module, Cate introduces how to appropriately assess preschoolers for disabilities without the use of test scores. Read More
