(National Research Council, 2002) Minority Students in Special and Gifted Education
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.
(Spaulding, Swartwout Szulga, & Figueroa, 2012) Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers
This study has exposed the disconnect between research, state and federal law, and clinical practice.
(Wolfram, Adger & Christian, 1999) Dialects in Schools and Communities
This is a textbook for educators and clinicians working with children whose primary deficits differ from the Standard American English (SAE) normally taught in schools.
(Kapantzoglou, Restrepo, & Thompson, 2012) Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
The purpose of this article was to determine whether dynamic assessment (DA) of word learning was accurate in identifying the presence of language impairment (LI) in preschool-age bilingual children who are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.
Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services
This is a policy document published by the American Speech-Language-Hearing Association (ASHA) establishing its position on what skills are needed by speech language pathologists in order to work competently with culturally and linguistically diverse clients.
(Vance & Plante, 1994) Selection of Preschool Language Tests: A Data-Based Approach
This article demonstrated that despite the 10 years that had passed between the publication of McCauley and Swisher (1984) and this article, the vast majority of commercially available norm-referenced tests did not provide psychometric measures deemed necessary in order to establish a test as valid.
(McCauley & Swisher, 1984) Psychometric Review of Language and Articulation Tests for Preschool Children
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability.
(Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?
This article demonstrates how many standardized tests do not even provide information about validity and reliability.
(Restrepo, 1998) Identifiers of Predominantly Spanish-Speaking Children with Language Impairment
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).
(Harry & Klingner, 2006) Why Are So Many Minority Students in Special Education? Understanding Race and Disability in Schools
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.
