Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference from Language Impairment in English Learners

Autor/in	Roseberry-McKibbin, Celeste
Titel	Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference from Language Impairment in English Learners
Quelle	In: Communication Disorders Quarterly, 42 (2021) 2, S.93-99 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740119890314
Schlagwörter	Language Impairments; English Language Learners; Student Evaluation; Language Proficiency; Case Records; Interviews; Response to Intervention + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Case reports; Fallsammlung; Interviewing; Interviewtechnik
Abstract	The growing number of English Learners (ELs) in American schools has led to increasing referrals of these students for special education, including speech-language services. These ELs are frequently overidentified as having a language impairment (LI) due to biased assessment practices that are not legal or grounded in research promoting best practices. This article describes a comprehensive preassessment process that should be used with ELs before formal testing takes place. This process consists of four steps: (a) assess language proficiency in all languages, (b) gather a case history with a focus on language development milestones in the first language, (c) interview multiple individuals in the child's school setting and ascertain whether or not they agree that the student is manifesting any of the universal indicators of LI, and (d) implement a comprehensive response to intervention (RtI) process to determine the student's ability to profit from instruction. Use of a comprehensive preassessment process will accomplish two objectives: help reduce the overidentification of ELs as having LI and other special needs and promote academic success for these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01