NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ757926
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-2194
Roles of Definitional and Assessment Models in the Identification of New or Second Language Learners of English for Special Education
Barrera, Manuel
Journal of Learning Disabilities, v39 n2 p142-156 Mar-Apr 2006
This article examines the efficacy of current definitional perspectives on learning disabilities (LD) and related assessment models to support appropriate instructional and support services for learners of English with learning-related difficulties. A revised framework for defining LD and an associated assessment model, curriculum-based dynamic assessment (CDA), are proposed. The results of a teacher assessment study are reported to exemplify how this revised framework may be studied. The study examined the following questions: (a) Can curriculum-based dynamic assessments of authentic learning tasks help educators to differentiate between the work of students with limited English proficiency and their peers identified as having LD? (b) What are the characteristics of curriculum-based work samples of limited English proficient students with LD that may predictably differentiate them from their peers without LD?
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED558163