This document is based upon the requirements of the federal, state, and city law, regulations, and policies.
(Burns, de Villiers, Pearson, & Champion 2012) Dialect-Neutral Indices of Narrative Cohesion and Evaluation
This study investigated the usefulness of specific narrative elements determined to be “dialect neutral” in discriminating between typically developing and language impaired speakers, regardless of dialect status (General American English vs. African American English).
Cate Crowley from Teachers College, Columbia University along with Tia Washington and Diane El-Sawaf from the New York City Department of Education (NYCDOE) discuss measures taken to combat the over referral of students from diverse backgrounds for special education services.
Dr. Cate Crowley created this document to support speech language pathologists in appropriate disability determination, from carrying out the assessment to writing a quality report. Included here is a template along with the law, policy, and research supporting it as best practice in identifying individuals with disability.
This article was one of the first to investigate nonword repetition as dynamic assessment. It also highlighted its importance as a less biased measure of language impairment for individuals from culturally and linguistically diverse backgrounds.
A summary of the National Literacy Panel’s findings with regard to evidence based literacy instructions for English Language Learners and suggestions for clinicians and educators.
This is a special education field advisory that was released in December, 2014. It details the use of standardized scores with culturally and linguistically diverse children.
(Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children.
(Alt, Meyers, & Figueroa 2013) Factors That Influence Fast Mapping in Children Exposed to Spanish and English
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.
(LEADERSproject.org) What’s Wrong With Labeling a Child With a Disability When the Child Does Not Have One?
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.