This module reviews what the law says regarding disability evaluations of preschoolers, especially for those preschoolers who are culturally and linguistically diverse.
In this module, Cate discusses the bias found in the WISC-4 Spanish. Using the normal curve, she plots the mean score of 2 groups- Group A: children from low SES backgrounds and Group B: children from high SES backgrounds.
This module introduces the module series on appropriate disability evaluations for culturally and linguistically diverse preschoolers.
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.
This module explains what dynamic assessment is through an example for viewers.
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.
This memo outlines current issues in the speech and language evaluation process in New York.
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.
(Spaulding, Swartwout Szulga, & Figueroa, 2012) Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers
This study has exposed the disconnect between research, state and federal law, and clinical practice.
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.