Special Education refers to educational supports with the aim of allowing children with special needs to meet standards applied to children in the general education population. This can include small group instruction, an extra special education teacher, counseling, speech and language therapy, etc. These children may have specific learning, developmental, behavioral, communication, etc. needs.
TestReview_CELF 4 Spanish_1.8.14.pdf
The Clinical Evaluation of Language Fundamentals Spanish, Fourth Edition [CELF-4, Spanish] is a standardized test designed to assess the presence of a language disorder or delay in Spanish speaking children aged 5-21.
The Clinical Evaluation of Language Fundamentals- Preschool, Second Edition [CELF-P2] Spanish is designed to assess the presence of a language disorder or delay in Spanish speaking students aged 3;0-6;11.
The Bayley Scale of Infant and Toddler Development (Bayley-III) is designed to assess the developmental functioning of infants and young children 1-42 months of age. Read More
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and identify children who have a language delay or disorder. Read More
PLS-5 Spanish (2012)_Pub_10.29.13.pdf
The PLS-5 Spanish is designed to determine the presence and severity of a receptive, expressive, or receptive-expressive language delay or disorder in monolingual Spanish speakers or bilingual Spanish-English speaking children from birth to 7 years 11 months. Read More
Catherine Crowley and Miriam Baigorri lead annual trips to Ghana with their graduate students in speech language pathology from Teachers College Columbia University. They provide therapy to people with communication disorders and work closely with special education teachers, parents, nurses, and doctors. January 2012.
Catherine Crowley and Miriam Baigorri lead annual trips to Ghana with their graduate students in speech language pathology from Teachers College Columbia University. They provide therapy to people with communication disorders and work closely with special education teachers, parents, nurses, and doctors. January 2012.
Whats Wrong With Labeling a Child With a Disability When the Child Does Not Have One.pdf
This document relays some important points about why practitioners must take care when labeling children as having a disability or not because of the effects it can have on their academic futures.
The LEADERSproject by Dr. Catherine (Cate) Crowley is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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