Cate Crowley and several recent graduates of the Teachers College Columbia University speech-language pathology program created and presented this poster at the ASHA convention in Chicago, 2013.
Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia University and presented it at ASHA’s convention in Chicago in November 2013.
The PLS-5 is designed for use with children aged birth through 7;11 to assess language development and only be used to probe for information and not to identify a disorder or disability.
The PLS-5 Spanish is designed to determine the presence and severity of a receptive, expressive, or receptive-expressive language delay or disorder and only be used to probe for information and not to identify a disorder or disability.
This resource consists of reviews of standardized measures of cognition and affect that may be used to provide information for determining eligibility for special education and for planning the education of students who have an educational disability.
This memo sets forth the current standards for disability determinations, which are consistent with a diagnostic process consistent with a social model.
This module introduces the module series on appropriate disability evaluations for culturally and linguistically diverse preschoolers.
This module reviews what the law says regarding disability evaluations of preschoolers, especially for those preschoolers who are culturally and linguistically diverse.
This module examines different sources of bias that are present in commonly used standardized language tests.
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed.
