Assessing Culturally and Linguistically Diverse Students: A Practical Guide. Rhodes, R.L. , Ochoa, S.H. , Ortiz, S.O. 234 page s . 2005. English This resource may be free from your local library or purchased from the publisher.
This book presents a practical, problem-solving approach and hands-on tools and techniques for assessing English-language learners and culturally diverse students in K-12 settings.
Culturally Competent Assessment of English Language Learners for Special Education Services. Blatchley, Lionel A. , Lau, Matthew Y. 8 page s . May 2010. English . http://www.nasponline.org/publications/cq/pdf/V38N7_CulturallyCompetentAssessment.pdf
This resource aims to limit English Language Learners' risks for referral for special services including special education.
Culturally Competent Assessment of English Language Learners: Strategies for School Personnel. Páez, Doris 4 page s . 2004. English . http://www.nasponline.org/resources/culturalcompetence/cca_personnel.pdf
This article discusses how culturally competent assessment requires the integration of culturally sensitive attitudes, knowledge, and skills into their consultations, intervention strategies, and evaluation practices.
ELL Companion Manual to Reducing Bias in Special Education Evaluation. Minnesota Department of Education page s . 2003. English . http://www.education.state.mn.us/MDE/EdExc/SpecEdClass/index.html http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=040203&RevisionSelectionMethod=latestReleased&Rendition=primary
This manual is designed to provide assessment and eligibility determination guidelines to special education professionals. These guidelines can be used where traditional evaluation procedures may not be appropriate. The guidelines reflect a broad view of connections between ELL programs and special education. The manual's conclusions are based on specific aspects of diversity such as race, culture, the acculturation process, high mobility among families and poverty rates. (Description from source.)
English Language Learners with Learning Disabilities. Colorín Colorado page s . 2012. English . http://www.colorincolorado.org/webcasts/disabilities
This Web cast features a discussion on the effective assessment and instruction strategies for English Language Learners with learning disabilities.
English Language Learners With Special Education Needs. Artiles, Alfredo J.,Ortiz, Alba A. 250 page s . 2002. English . http://www.eric.ed.gov/PDFS/ED482995.pdf
This publication is designed to provide practitioners with current information on topics, trends, and techniques in language teaching. Each chapter focuses on a different aspect of the topic and the knowledge we have about it. The chapters describe the strategies and techniques used by effective teachers and administrators and offer practical guidelines and suggestions to help others implement similar strategies in their own classrooms, school and districts. Each chapter closes with a summary of key points in the book and general guidelines and recommendations. (Author) -Publisher's Description (ERIC Document - ED482995)
Handbook of Psychological and Educational Assessment of Children: Intelligence, Aptitude, and Achievement (2nd ed.). Reynolds, C.R. (ed.) , Kamphaus, R.W. (ed.) 718 page s . 2003. English This resource may be free from your local library or purchased from the publisher.
This handbook covers a broad base of domains in children's psychological and educational assessment including such diverse areas as academic achievement, intelligence, adaptive behavior, personality, and creative achievement. Chapter 11 "Assessing Diverse Populations with Nonverbal Tests of General Intelligence" and Chapter 23 "Assessment of Culturally and Linguistically Diverse Children" are particularly relevant to those working with special needs children.
How to Address Special Education Needs in the ELL Classroom. Robertson, Kristina page s . 2007. English . http://www.colorincolorado.org/article/19960
This article applies to all grade levels and all subjects within an ELL school program. It explains how a teacher might identify special education needs, make academic interventions, provide support, and take into account cultural competency. The article also provides a long list of links that teachers might find helpful in these situations.
Language and Reading Intervention: For English Language Learners and English Language Learners with Disabilities. Grantmakers Concerned with Immigrants and Refugees 64 page s . 2009. English . http://www.centeroninstruction.org/files/Lang%20and%20Rdng%20Interventions%20for%20ELLs%20and%20ELLs%20with%20Disabilities.pdf
This report presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. Recommendations are followed by discussion and empirical evidence for the types of instructional interventions that best serve at risk ELLs.
Language Disabilities in Cultural and Linguistic Diversity. Martin, Deirdre 328 page s . April 2009. English This resource may be free from your local library or purchased from the publisher.
This resource takes a socio-cultural approach by repositioning of assessment and examining learning and development for language disabilities as they are influenced and shaped by experiences of multilingualism, culture, ethnicity and race.
Multiple Federal Education Offices Support Teacher Preparation for Instructing Students with Disabilities and English Language Learners, but Systematic Department-wide Coordination Could Enhance This Assistance. United States Government Accountability Office (GAO) 76 page s . July 2009. English . http://www.gao.gov/new.items/d09573.pdf
This report states that many teacher preparation programs face challenges in providing training to teachers who instruct English language learners with disabilities. The study found that while federal grants, research, and technical assistance are available to support teachers in helping these students, the management and oversight of this assistance is spread among numerous U.S. Department of Education offices and is insufficiently coordinated. The GAO strongly recommends that the Secretary of Education implement systematic coordination among all program offices that oversee assistance for teachers working with students with disabilities and with English Language Learners.
Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts. Decapua, Andrea , Marshall, Helaine W. 52 page s . February 2010. English . http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010085.pdf
This report uses interviews with district and school personnel and documents from state and district websites to examine practices for identifying learning disabilities among ELL students and the challenges that arise.
Promising Assessment Practices for English Language Learners with Suspected Disabilities. National Clearinghouse for English Language Acquisition 16 page s . 2009 Spring. English . http://www.ncela.gwu.edu/files/uploads/17/Accellerate_1_3.pdf
The new issue of AccELLerate!, a quarterly newsletter by the National Clearinghouse for English Language Acquisition, focuses on English language learners (ELLs) with disabilities. The newsletter features five brief articles that highlight promising practices in the United States for assessment of ELL students with disabilities, professional development for the teachers, specific teaching strategies for these students, and for better overall representation of ELLs with disabilities. This issue also includes short features on funding opportunities in this field and a national overview full of statistics, tables and charts on ELLs in special education.
Special Considerations for Evaluating ELL Students for LD. Broatch, Linda page s . n.d.. English . http://www.greatschools.net/LD/identifying/special-considerations-for-evaluating-ell-students-for-ld.gs?content=1153
This article describes the type of high-quality evaluation needed to properly assess an ELL student for a learning disability (LD). The article encourages that, first and foremost, every evaluation assess the student as a unique individual and in a culturally-sensitive manner. This article also lists specific features that should be addressed in evaluating an ELL student in speaking and reading. With the new school year beginning, school staff working with refugee youth and children may find this article helpful in appropriately evaluating their newcomer students.
Special Education and English Language Learners. Colorin Colorado page s . 2011. English . http://www.colorincolorado.org/educators/special_education
This resource offers a brief introduction to special education services for ELLs and the most difficult challenges for teachers. It also discusses referral options and student evaluations.
Special Education Considerations for English Language Learners. Hamayan, Else , Marler, Barbara 208 page s . February 2007. English This resource may be free from your local library or purchased from the publisher.
This book is for teachers who struggle with the decision to refer or not to refer English Language Learner students to special education services. It integrates best practices from the fields of bilingual, multicultural, second language, and special education. The authors provide guidance for conducting comprehensive assessments and recommend research-based interventions for these students.