ERIC Number: ED254987
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
The Role of Language Assessment Data in Diagnosis and Intervention for Linguistically/Culturally Different Students.
Findings are reviewed from a descriptive study which evaluated special education placement of Hispanic students. A clinical case study approach was used to analyze student characteristics from individual program folders, and policy and practice were examined. The appropriateness of the data, expertise of the professionals, and the role of the languages of the bilingual and limited English proficient (LEP) students were examined. Findings revealed that: the linguistic characteristics of Hispanics, bilingual, and LEP students were evaluated with the same instrumentation used for native English speakers; a minimal role was ascribed to the native language in the evaluation process; English speech and language production and poor academic performance along with teacher referral were the most significant variables determining special education placement; and professionals' data analysis demonstrated limited professional abilities and knowledge related to special linguistic and culturally different populations. Recommendations are offered for professionals, including greater emphasis in teacher preparation programs on working with linguistically/culturally different students; additional training for diagnosticians; and increased focus on identifying best practices for referral, assessment, diagnosis, placement, and intervention of bilingual and LEP students. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Placement in Special Education
Note: Paper presented at the Annual Convention of the American Psychological Association (92nd, Toronto, Canada, August 24-28, 1984).