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Assessing Culturally and Linguistically Diverse Students: A - download pdf or read online

By Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD

ISBN-10: 1593851413

ISBN-13: 9781593851415

This is the 1st publication to offer a realistic, problem-solving technique and hands-on instruments and methods for assessing English-language novices and culturally assorted scholars in K-12 settings. It meets an important desire between practitioners and certain educators operating in latest colleges. supplied are research-based, step by step systems for carrying out potent interviews with scholars, mom and dad, and lecturers; making the easiest use of interpreters; addressing certain concerns within the prereferral approach; and undertaking exact, independent tests of educational fulfillment, highbrow functioning, language skillability, and acculturation. one of the book's designated good points are reproducible worksheets, questionnaires, and checklists--including a number of in either English and Spanish--in a ready-to-use, large-size structure.

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Additional info for Assessing Culturally and Linguistically Diverse Students: A Practical Guide

Example text

MacMillian and Reschly (1998) note that these varying criteria are problematic when interpreting overrepresentation data: Overrepresentation data, however, do not make adjustments for such difference—if a child is called LD, the data treat all such cases as though they represented the same psychological profile. Clearly this is not the case. . When the data are aggregated nationally, such variations are obscured and the results of overrepresentation data rendered hopelessly uninterpretable when considered by specific categories.

F]or example, overrepresentation was evident in Arizona, where Hispanics accounted for 24 percent of the total enrollment, 31 percent of EMR, and 30 percent of TMR classes . . ” (p. 18). The overrepresentation of culturally diverse pupils in special education was only investigated by analyzing OCR survey data from the 1970s to the 1990s because states were not required to collect and report race/ethnicity information on pupils who were identified as having a disability. In the reauthorization of IDEA in 1997 (Public Law 105-17), Congress required states to: (a) report, annually, the extent of minority representation by disability category; (b) determine if significant disproportionality exists, and (c) if observed, review and revise policies, practices, and procedures in identification or placement to ensure that minority children are not inappropriately identified or served in more restrictive settings.

T]his report finds that the disproportionate placement of minority students in special education programs is a problem, by virtue of many gross educational and social inequities, whose strands combine into a complex and mutually inextricable force to place poor, and, in particular, poor minority students at a disadvantage. This disadvantage too often leads to failure, inappropriate assessment, the designation of a disability, and placement in stigmatizing, ineffective programs. (p. 65) Examining these potential factors is critical in order to ascertain what changes need to take place to address the problem of disproportionality.

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Assessing Culturally and Linguistically Diverse Students: A Practical Guide by Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD

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