This module introduces the module series on appropriate disability evaluations for culturally and linguistically diverse preschoolers. Cate introduces the goal of this module series: to increase the accuracy of identifying children with disabilities from diverse backgrounds and their typically developing peers. Appropriate evaluations will be aligned with current state and federal law and based on research. In addition, evaluations will present enough valid data so administrators are confident in making a determination of the presence or absence of a disability.
Find the playlist for the full set of videos in this module series here:
Preschool Disability Evaluations Playlist
Find each of the modules from this playlist here:
Preschool Disability Evaluations Module 01: Introduction to Preschool Evaluations
Preschool Disability Evaluations Module 02: Problems with Traditional Assessment Procedures
Preschool Disability Evaluations Module 04: Issues with Test Scores
Preschool Disability Evaluations Module 05: Introduction to Psychometric Data
Preschool Disability Evaluations Module 06: Validity Part 1
Preschool Disability Evaluations Module 07: Validity Part 2
Preschool Disability Evaluations Module 08: Validity Part 3
Preschool Disability Evaluations Module 09: Reliability
Preschool Disability Evaluations Module 10: Standard Error of Measurement and Confidence Intervals
Preschool Disability Evaluations Module 11: Introduction to Appropriate Assessment Procedures
Preschool Disability Evaluations Module 12: Bias in Standardized Testing
Preschool Disability Evaluations Module 13: Appropriate Assessment Procedures- Part 2
Preschool Disability Evaluations Module 14: Appropriate Assessment Procedures- Part 3
Preschool Disability Evaluations Module 15: The Goal of Appropriate Preschool Disability Evaluation
Preschool Disability Evaluations Module 16: Normal Second Language Acquisition
Preschool Disability Evaluations Module 17: Factors Influencing Bilingual Development
Preschool Disability Evaluations Module 18: Why is the Parent Interview so Important?
Preschool Disability Evaluations Module 19: Critical Questions 1-4
Preschool Disability Evaluations Module 20: Critical Questions 5 & 6
Preschool Disability Evaluations Module 21: Critical Questions 7-9
Preschool Disability Evaluations Module 22: Holograms Part 1
Preschool Disability Evaluations Module 23: Holograms Part 2
Preschool Disability Evaluations Module 24: Andrea Language Analysis
Preschool Disability Evaluations Module 25: Andrea Critical Questions
Preschool Disability Evaluations Module 26: Shift in Clinical Practice
Preschool Disability Evaluations Module 27: How do we Know a Disability Exists?
Preschool Disability Evaluations Module 28: Dynamic Assessment: Cognitive Assessment
Preschool Disability Evaluations Module 29: Dynamic Assessment: Non-Word Repetition Task Part 1
Preschool Disability Evaluations Module 30: Dynamic Assessment: Non-word Repetition Task Part 2
Preschool Disability Evaluations Module 32: Dynamic Assessment: Fast Mapping Example 2
Preschool Disability Evaluations Module 33: Dynamic Assessment: Fast Mapping Example 3
Preschool Disability Evaluations Module 34: Language Sample: Subway Photo
Preschool Disability Evaluations Module 35: Clinical Judgement/ Informed Clinical Opinion Part 1
Preschool Disability Evaluations Module 36: Clinical Judgment/ Informed Clinical Opinion Part 2
Preschool Disability Evaluations Module 37: Quantification without Standardized Tests
Preschool Disability Evaluations Module 38: Conclusion
Please find links to research mentioned in this module here:
20 U.S.C. § 1400 et seq. (Individuals with Disabilities Education Act 2004).
ASHA (2004). Knowledge and Skills Required by Speech Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services. Rockville, MD: ASHA.
August, D. & Shanahan, T. (2006). Developing Reading and Writing in Second Language Learners. New York, NY: Routledge.
Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
Fierros, E.G., & Conroy, J.W. (2002). Double jeopardy: An exploration of restrictiveness and race in special education. In D.J. Losen & G. Orfield. (Eds.), Racial inequality in special education (pp. 39-70). Cambridge, MA; Harvard Education Press.
Harry, B. & Klinger, J., (2006). Why are so many minority students in special education?: Understanding race and disability in schools. New York: Teachers College Press, Columbia University.
Hart, B & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H Brookes Publishing.
Hart, B & Risely, T.R. (1999). The Social Word of Children: Learning to Talk. Baltimore, MD: Paul H Brookes Publishing.
Hehir, T., et al. (2005). Comprehension Review and Evaluation of Special Education. Retrieved from http://schools.nyc.gov/NR/rdonlyres/57B840A2-B20F-44A9-A1FE-6D1CEFB603CD/0/FinalHehirReport092005.pdf
McCauley, R.J. & Swisher, L. (1984). Psychometric Review of Language and Articulation Tests for Preschool Children. Journal of Speech and Hearing Disorders, 49, 34-42.
National Research Council. (2002). Minority students in special and gifted education. Committee on Minority Representation In Special Education, M. Suzanne Donovan and Christopher T. Cross (Eds.), Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
New York City Department of Education, (2001). Standard Operating Procedures Manual for the Committes on Preschool Special Education. Retrieved from http://schoolsstg.nycenet.edu/NR/rdonlyres/E8BD811F-1607-465A-850E-F82C04B5A6A8/59495/CPSESOPM2001FINAL4.pdf
Peña, E., & Quinn, R. (1997). Task familiarity: Effects on the test performance of Puerto Rican and African American children. Language, Speech, and Hearing Services in Schools, 28 (Oct.), pp 323-332.
Pruitt, S. & Oetting, T. (2009). Past Tense Marking by African American English-Speaking Children Reared in Poverty. Journal of Speech Language and Hearing Research, 53, 2-15.
Roseberry-McKibbin, C. (2008). Increasing the language and academic skills of children in poverty: Practical strategies for professionals. San Diego: Plural Publishing.
Umbel, V.M., Pearson, B.Z., Fernandez, M.C. & Oller, D.K. (1992). Measuring Bilingual Children’s Receptive Vocabularies. Child Development, 4, 1012-1020.
Vance, R. &Plante, E. (1991). Selection of Preschool Language Tests: A Data Based Approach. Language, Speech and Hearing Services in Schools, 25, 15-24.
