This document is based upon the requirements of the federal, state, and city law, regulations, and policies.
In this module, Stephanie Downey Toledo discusses how to increase contextualization in the classroom in a way that best helps our students learn in the classroom.
This playlist of 8 modules presents information on typical reading development, including information specifically for English Language Learner (ELL) and speech and language impaired (SLI) populations.
This resource, originally published in 1997, consists of reviews of standardized tests that are intended to measure language and communication skills. This volume is one in a series of guides for assessment in the New York City Public Schools.
This resource, originally published in 1994, consists of reviews of tests and other measures that may be used to obtain information about the preschool child who is suspected of having an educational disability.
Two recent graduates of the Teachers College Columbia University speech-language pathology program, supervised by Cate Crowley, created and presented this poster at the ASHA convention in Chicago, 2013.
Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013.
The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) is a standardized test designed to assess the presence of a language disorder or delay and should only be used to probe for information and not to identify a disorder or disability.
This module introduces the module series on appropriate disability evaluations for culturally and linguistically diverse preschoolers.
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.