CPSE Guidelines for evaluations April 2010 September 2011.pdf
This memo sets forth the current standards for disability determinations, which are consistent with a diagnostic process consistent with a social model. Read More
Category: Standard American English (SAE)/ Mainstream American English (MAE)
Standard American English (SAE) is the mainstream or standard dialect of English most commonly spoken in the United States. Standard dialects are distinguishable because they are generally supported and used by institutions such as governments, schools, literature, and television. It is also sometimes called “Mainstream American English” or MAE.
Conclusion (Preschool Disability Evaluations: Module 38)
Now that viewers have completed the video module series and learned about the bias and psychometric flaws inherent in standardized tests, Cate asks evaluators to change the clinical practice. Read More
Holograms Part 2 (Preschool Disability Evaluations: Module 23)
This module sets the standard for a competent evaluation. Read More
Socioeconomic, Linguistic and Cultural Bias in Testing and Labeling Tasks (Preschool Disability Evaluations: Module 12)
This module examines different sources of bias that are present in commonly used standardized language tests. 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
Research Text: Minority Students in Special and Gifted Education
Source URL: View this document on the National Academies Press website
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds. When an evaluator uses assessment procedures, such as standardized tests, that are biased against students from culturally and linguistically diverse backgrounds, it results in typically developing students being placed in special education where they are much less likely to graduate from high school and college.
Research Text: Dialects in Schools and Communities
This is a textbook for educators and clinicians working with children whose primary deficits differ from the Standard American English (SAE) normally taught in schools. Read More
Relevant Research: Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot
Source URL: View this document on the ASHA website
This review analyzed the literature available at the time in order to compile characteristics that would enable early intervention (EI) providers to distinguish between children who are “late talkers” but will likely catch up to their peers without therapy (as the majority do) and those who truly have a language disorder.
