This study proved that measures other than standardized language assessments can more accurately identify language impairment in culturally and linguistically diverse children (in this case monolingual Spanish speakers).
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.
A lack of culturally or linguistically sensitive assessments and/or evaluators can lead to high rates of disproportionality in referrals to special services.
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.
A variety of assessment materials and procedures, including both static and dynamic assessments and language samples, are frequently used in speech and language as well as psychoeducational evaluations.
The terms normative sample and standardization sample refer to the same concept and are often used interchangeably. A norm referenced test uses a normative or standardization sample from the general population to determine what is “typical” or “normal” in that population.
Fast mapping is a type of novel word-learning, dynamic assessment used in evaluating preschool and school-aged children.
Clinical judgment is the knowledge an evaluator develops over years of practice and ongoing education about typical language development and second language acquisition in a certain community.
Language sampling is an essential part of any speech and language evaluation and research has shown it to be less biased against culturally and linguistically diverse children than standardized tests.
