Assessing LEP Migrant Students for Special Education Services. ERIC Digest.

Autor/inn/en	Lozano-Rodriguez, Jose R.; Castellano, Jaime A.
Institution	ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.
Titel	Assessing LEP Migrant Students for Special Education Services. ERIC Digest.
Quelle	(1999), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Awareness; Disability Identification; Educational Diagnosis; Elementary Secondary Education; Limited English Speaking; Migrant Children; Migrant Education; Parent School Relationship; Referral; Student Evaluation; Student Placement + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Pedagogical diagnostics; Pädagogische Diagnostik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulnote; Studentische Bewertung; Schülerpraktikum
Abstract	Many migrant students are not identified for needed special education services in a timely manner. This digest describes the obligations of schools to provide such services, and discusses approaches for student referral, assessment, and placement and working with migrant families. Federal mandates concerning special education are summarized, and the unmet needs of migrant children are briefly discussed. The referral process takes time and includes requirements that vary among agencies, districts, and states. General information is provided on the referral process for the school-aged child. Because most migrant students are from Hispanic backgrounds, multidisciplinary assessment teams should include bilingual educators and be sensitive to children's cultural backgrounds. Evaluators must consider as many aspects of the student's life circumstances as possible in order to accurately interpret results of educational testing. Schools should give testing priority to migrant students, assess students fairly in their native language or provide a skilled interpreter, and interpret standardized tests with caution. Cultural and experiential differences between school personnel and parents may create difficulties. Suggestions for working with parents are listed. Because migrant students may move frequently, schools must pursue interventions quickly and provide copies of documents to be carried to the student's next school. (Contains 14 references.) (SV)
Anmerkungen	ERIC/CRESS, Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325-1348; Web site: http://www.ael.org/eric/ (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC