NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ874394
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: ERIC
Reference Count: 62
ISSN: ISSN-1053-4512
Language Intervention for Hispanic Children with Language-Learning Disabilities: Evidence-Based Practice
Kummerer, Sharon Elizabeth
Intervention in School and Clinic, v45 n3 p192-200 2010
The American Speech-Language-Hearing Association (1996) estimated that 10% of the United States population has a disorder of speech, language, or hearing, with proportional distribution among members of racially and ethnically diverse groups. Individuals of Hispanic origin are the fastest-growing minority group in the country. Current national data suggest that Hispanic students are underrepresented in special education service provision and in most disability categories, including speech and language impairment. This finding highlights the need for appropriate referrals and accurate evaluations by highly qualified professionals to differentially diagnose language differences from language-learning disabilities (LLDs). It also emphasizes the importance of parental education as Hispanic mothers may be less likely to recognize their children's receptive and expressive language disabilities compared with speech and articulation disorders. The authors stress that to collaborate with parents in academic programs and related services, including speech-language therapy, service providers must have a sincere commitment to the development of cultural competence. The culturally competent service provider embraces the principles of evidence-based practice and creates an environment that fosters mutual understanding of the beliefs and practices of families from diverse groups. "Evidence-based practice" refers to an approach to clinical decision making in which different sources of information are integrated into an action plan that best serves the long-term abilities of individuals with communication disorders. The authors discuss how evidence-based practice is used to address six concerns often encountered in treating the communication needs of children with LLD from Hispanic backgrounds.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act