Test Scores and Disproportionate Referrals (PDE: Module 04)
In this module, Cate discusses the consequences of using test scores to determine disability.
Validity Part 3- ELLs, IQs, and Cognitive Tests (PDE: Module 08)
This module examines validity issues for psychological tests such as the lack of validity of standardized IQ tests when used with bilingual individuals and English language learners (ELL).
Introduction to Appropriate Assessment Procedures (PDE: Module 11)
In this module, Cate introduces how to appropriately assess preschoolers for disabilities without the use of test scores.
Socioeconomic, Linguistic and Cultural Bias in Testing and Labeling Tasks (PDE: Module 12)
This module examines different sources of bias that are present in commonly used standardized language tests.
NYCDOE Preschool Evaluations Fall 2011 Memo
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed.
Guidelines for NYSED Preschool Evaluations June 2013
This memo outlines current issues in the speech and language evaluation process in New York.
(Klingner & Edwards 2006) Cultural Considerations with Response to Intervention Models
This article describes a framework for schools and other educational institutions to follow in order to begin to implement RTI with their own students.
(Paradis, 2005) Grammatical Morphology in Children Learning English as a Second Language: Implications of Similarities with Specific Language Impairment
This study provided evidence that typically developing children acquiring English exhibit errors on standardized tests that are similar to the performance of monolingual children with specific language impairment.
