This module introduces the module series on appropriate disability evaluations for culturally and linguistically diverse preschoolers.
Cate introduces the goal of this module series: To increase the accuracy of identifying children with disabilities from diverse backgrounds and their typically developing peers. Appropriate evaluations will be aligned with current state and federal law and based on research. In addition, evaluations will present enough valid data that administrators are confident in making a determination of the presence or absence of a disability.
Find the playlist for the full set of videos in this module series here:
Find each of the modules from this playlist here:
Please find links to research mentioned in this module here:
20 U.S.C. § 1400 et seq. (Individuals with Disabilities Education Act 2004).
ASHA (2004). Knowledge and Skills Required by Speech Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services. Rockville, MD: ASHA.
August, D. & Shanahan, T. (2006). Developing Reading and Writing in Second Language Learners. New York, NY: Routledge.
Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Fierros, E.G., & Conroy, J.W. (2002). Double jeopardy: An exploration of restrictiveness and race in special education. In D.J. Losen & G. Orfield. (Eds.), Racial inequality in special education (pp. 39-70). Cambridge, MA; Harvard Education Press.
Harry, B. & Klinger, J., (2006). Why are so many minority students in special education?: Understanding race and disability in schools. New York: Teachers College Press, Columbia University.
Hart, B & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H Brookes Publishing.
Hart, B & Risely, T.R. (1999). The Social Word of Children: Learning to Talk. Baltimore, MD: Paul H Brookes Publishing.
Hehir, T., et al. (2005). Comprehension Review and Evaluation of Special Education. Retrieved from http://schools.nyc.gov/NR/rdonlyres/57B840A2-B20F-44A9-A1FE-6D1CEFB603CD/0/FinalHehirReport092005.pdf
McCauley, R.J. & Swisher, L. (1984). Psychometric Review of Language and Articulation Tests for Preschool Children. Journal of Speech and Hearing Disorders, 49, 34-42.
National Research Council. (2002). Minority students in special and gifted education. Committee on Minority Representation In Special Education, M. Suzanne Donovan and Christopher T. Cross (Eds.), Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
New York City Department of Education, (2001). Standard Operating Procedures Manual for the Committees on Preschool Special Education. Retrieved from http://schoolsstg.nycenet.edu/NR/rdonlyres/E8BD811F-1607-465A-850E-F82C04B5A6A8/59495/CPSESOPM2001FINAL4.pdf
Peña, E., & Quinn, R. (1997). Task familiarity: Effects on the test performance of Puerto Rican and African American children. Language, Speech, and Hearing Services in Schools, 28 (Oct.), pp 323-332.
Pruitt, S. & Oetting, T. (2009). Past Tense Marking by African American English-Speaking Children Reared in Poverty. Journal of Speech Language and Hearing Research, 53, 2-15.
Roseberry-McKibbin, C. (2008). Increasing the language and academic skills of children in poverty: Practical strategies for professionals. San Diego: Plural Publishing.
Umbel, V.M., Pearson, B.Z., Fernandez, M.C. & Oller, D.K. (1992). Measuring Bilingual Children’s Receptive Vocabularies. Child Development, 4, 1012-1020.
Vance, R. &Plante, E. (1991). Selection of Preschool Language Tests: A Data Based Approach. Language, Speech and Hearing Services in Schools, 25, 15-24.