chp 11 intro to non biased assessment of multicultural students w/ li Flashcards
diagnostic PIE
- Language is a system of symbols used to represent concepts formed through EXPOSURE and EXPERIENCE
- Students’ experiences may differ from mainstream school expectations
- If teachers refer ELL students for testing, there may be a difference, not disorder, because of experiential differences
- LI=disorder in both L1 and English!
4 quadrants in the diagnostic Pie.
Quadrant 1
-normal ability adequate background
quadrant 2
-normal ability limitations of linguistic experience, environmental exposure
quandrant 3
-LI, adequate background
quandrant 4
LI, limitations of linguistic experience, environmental exposure
Dr. Ron Gillam (CSHA)
- we are waaay OVERIDENTIFYING ELL KINDERGARTENERS for IEPs
- assessed spanish-speaking Ks at the beginning and end of K (Eng & Spa)
- of 167 “at risk” at the beginning of K, only 21 really needed IEPs at end of K
indicators of LI
- compared to similar peers, LEARN SLOWLY in L1 and L2
- communication problems at HOME and/or w/ similar peers
- slower development than SIBLING (of same gender)
needs for lots of
- prompting, REPETITION during instruction
- pragmatic,syntactic, semantic problems in L1
- delayed lang devt. milestones in L1
legislation: IDEA 2004
- we must evaluate in a NONDISCRIMINATORY MANNER
- tests must be administered in MOST PROFICIENT communication mode
- testing cannot reflect limited English; must reflect child’s ability in area tested
IDEA does not require that standardized measures are used
Traditionally, many special educators have used standardized tests because they believe that a quantitative score is mandated by federal law; however, the law does not exclude subjective or qualitative measures. It leaves the CHOICE of measurement tools and criteria to the EDUCATOR
IDEA, 2004: need for
- IQ performance discrepancy eliminated
- increase focus on EARLY INTERVENTION
IDEA(2004) does not…
- speify use of either formal or informal tools for assessment
- says: use a VARIETY of assessment tools, and that determination of disability should NOT rely on a SINGLE test or measure
pre-evaluation process
-before doing formal testing, it is extremely important to carry out the following
language proficiency testing
- primary language? (lang they learned 1st)
- dominant lang? (the lang she most fluent in today)
- interview parents, teachers, interpreters who have worked w/ this student
California–>CELDT
- california english language development test
- use language measures
- ask re: oral and written skills in both langs