specialeducation.docVIP

Special Education . . . a service, not a place Evaluation and Assessment in Early Childhood Special Education: Children Who Are Culturally and Linguistically Diverse Office of Superintendent of Public Instruction, Special Education 360-725-6075 TDD 360-586-0126 Evaluation and Assessment in Early Childhood Special Education: Children Who Are Culturally and Linguistically Diverse Dr. Terry Bergeson State Superintendent of Public Instruction B.J. Wise Assistant Superintendent Special Populations Douglas H. Gill Director Special Education Anne Shureen Program Supervisor, Early Childhood Services This material is available in alternative format upon request. Contact Special Education, (360) 725-6075 TDD (360) 586-0126. The Office of Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age, or marital status. January 1997 Reprinted September 1998 Reprinted July 1999 Table of Contents Acknowledgments 1 Glossary of Acronyms 2 Terminology 3 Introduction and Purpose 4 Rationale 5 Family and Culture 6 Variability and Disability 7 Language, Culture, and the Developing Child 8 Language Acquisition 9 Literacy and Academic Learning 11 What is the Difference Between Language Acquisition and a Language Disorder? 12 The Prereferral Process 13 Questions to Consider Before Referring a Child Who is Culturally and Linguistically Diverse (CLD) 15 Language Proficiency and Dominance 16 Screening for Language Proficiency 16 Screening for Language Dominance 17 Gathering Prereferral Information: A Paradigm Shift 19 Working with Interpreters and Translators (I/T) 19 Prereferral Checklist 22 Observation as an Information-Gathering Strategy 22 Questions to Inform Us About Behaviors of Children Who Are CLD 22 The Evaluation Process 24 General Considerations for Evaluation of Children Who Are CLD 24 W