This document is based upon the requirements of the federal, state, and city law, regulations, and policies.
Parts of the CELF-5 can be used to probe for information and language samples, but its limitations prevent it from being used to identify disorder or disability.
The CELF-P2 is designed to assess the presence of a language disorder or delay in Spanish speaking students and only be used to probe for information and not to identify a disorder or disability.
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 reviews what the law says regarding disability evaluations of preschoolers, especially for those preschoolers who are culturally and linguistically diverse.
This module explains what dynamic assessment is through an example for viewers.
(Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?
This article demonstrates how many standardized tests do not even provide information about validity and reliability.
(Harry & Klingner, 2006) Why Are So Many Minority Students in Special Education? Understanding Race and Disability in Schools
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.
This article examines the benefits and differences of bilingual children’s linguistic and cognitive development.
The percentile rank of a score is percentage of total scores from the normative sample that were equal or lesser than the value of the score and can be plotted on the bell curve of a normal distribution.