This module reviews what the law says regarding disability evaluations of preschoolers, especially for those preschoolers who are culturally and linguistically diverse. New York City regulations advise clinicians to take into account the cultural and linguistic background of the child, as well as the prior experience they bring to the evaluation process. Cate explains why standardized test scores, especially translated tests, are not useful and are often prohibited as a tool to identify children as eligible for special education services. Quality evaluations do not include standardized test scores and this is supported by city, state, and federal law.
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