This is a policy document published by the American Speech-Language-Hearing Association (ASHA) establishing its position on what skills are needed by speech language pathologists in order to work competently with culturally and linguistically diverse clients.
This study illustrates how important it is for an evaluator to be familiar with both the typical language practices of the communities they work in as well as the bias inherent in many of the standardized tests that are used to determine disability.
This study provided evidence that typically developing children acquiring English exhibit errors on standardized tests that are similar to the performance of monolingual children with specific language impairment.
This study showed that examining only one of a bilingual child’s languages does not provide an accurate representation of the child’s linguistic knowledge.
This book addresses the constellation of factors that have contributed to the misidentification of minority/culturally and linguistically diverse children as needing special education services and provides suggestions for improving the special education referral process.
Authors conducted a meta-analysis of diagnostic studies for language impairment in bilingual children and found a serious lack of necessary psychometric measures in the vast majority of studies examined.
An examination between second language exposure and morphosyntactic and semantic development in preschoolers.
This article examines the benefits and differences of bilingual children’s linguistic and cognitive development.
A lack of culturally or linguistically sensitive assessments and/or evaluators can lead to high rates of disproportionality in referrals to special services.
