This document is based upon the requirements of the federal, state, and city law, regulations, and policies.
Dr. Cate Crowley walks us through an appropriate evaluation of a culturally and linguistically diverse (CLD) preschooler, previously misdiagnosed. She takes us from the parent interview, to interacting with the child, writing the evaluation and even formulating appropriate IEP goals.
In this video module Cate continues to look at the child’s receptive language skills using excerpts of auditory comprehension subtests from the PLS-5 English and Spanish editions.
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.
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-4 is a standardized test designed to assess the presence of a language disorder or delay in Spanish speaking children which should be used to probe for information and not to identify a 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.
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.