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ERIC Number: EJ1061875
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1537-7903
Culturally and Linguistically Responsive Practices in Psychoeducational Reports for English Language Learners
Harris, Bryn; Sullivan, Amanda L.; Oades-Sese, Geraldine V.; Sotelo-Dynega, Marlene
Journal of Applied School Psychology, v31 n2 p141-166 2015
Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in 34 psychoeducational evaluation reports in one southwestern state. The authors reviewed psychoeducational evaluation reports prepared by school psychologists to determine (a) the extent to which school psychologists adhered to legal and ethical guidelines in the evaluation of ELLs for special education eligibility and needs and (b) how school psychologists account for cultural and linguistic differences in the evaluation process. Results indicated that school psychologists rarely used culturally and linguistically responsive practices such as the use of interpretation and translation services and language proficiency data, as well as limited adherence to legal and ethical recommendations. We address implications for training and practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado