Assessment of Culturally and Linguistically Diverse Students for Special Education Eligibility. ERIC Digest #E604.Report as inadecuate




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In addressing the problem of assessing culturally and linguistically diverse students for special education eligibility, this brief paper organizes suggested strategies according to four principles: (1) convening a full, multidisciplinary assessment team (to include parents, educators, assessors, and a person familiar with the student's culture and language); (2) using pre-referral strategies and interventions to determine whether difficulties stem from language or cultural differences, a lack of educational opportunity, or from a disability); (3) determining the language to be used in testing (assessment of language dominance and proficiency); and (4) conducting a tailored, appropriate assessment of the child and environment that combines nonbiased, appropriate instruments with other sources of information (observations, interviews) from a variety of environments to produce a multidimensional assessment. (DB)

Descriptors: Cultural Differences, Disabilities, Elementary Secondary Education, Eligibility, Limited English Speaking, Special Education, Student Evaluation

ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709; Tel: 800-328-0272 (Toll-free); e-mail: ericec[at]cec.sped.org; Web site: http://www.ericec.org.









Author: Burnette, Jane

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5646&id=ED449637







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