This module explains that the administrator must be able to “see” that the child has a disability, based on the data and examples included in the evaluation. In order to do, this the evaluator must include information on the child’s language development, exposure to various dialects and present language use. Holograms must also be included that clearly illustrate the child’s highest level of functioning. Additionally, the evaluator must assess the child based on the child’s prior experiences and the expectations of the child’s speech community and his or her culture, not those of the evaluator. The child definitely should not be compared to norms and expectations of the normative sample on a standardized test. A competent evaluation must demonstrate that differences seen are evidence of a true disability, and not just evidence of a cultural, linguistic or socioeconomic difference.
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