School-Based Speech-Language Pathologists' Assessment Practices With English Language Learners SE TESOL CONFERENCE SEPTEMBER 18, 2009 ATLANTA, GEORGIA
Introductions
TESOL Position Statement on Identifying ELLs with Special Needs Disproportionate representation of CLD students in
special education
an issue that has received increased attention
Identification of ELLs with special needs complex
and difficult process
Overidentification Underidentification
TESOL Position Statement on Identifying ELLs with Special Needs Limited research on effective specific practices for ELLs with special needs Numerous laws and legal precedents outline rights of ELLs in education,
Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA). IDEA 2004 entitles all individuals with disabilities to a free and appropriate public education. includes provisions on how CLD students should be assessed for possible special education placement
TESOL Position Statement on Identifying ELLs with Special Needs “Blueprint” for appropriate assessment
Must be in a form and language that will yield valid results Cannot rely on a single assessment to determine learning disability Should be given in student’s strongest language May be student’s native language Take into consideration student’s proficiency level in both English and native language, as well as dialect Alternative assessments
TESOL Position Statement on Identifying ELLs with Special Needs
Ensure culturally appropriate content and tasks Guidelines for incorporating language acquisition or sociocultural factors provided throughout evaluation reports
Culturally responsive expertise and purposeful
collaboration
trained specialists in issues of bilingualism, second language acquisition, sociocultural factors, to understand processing or cognitive deficits, and to implement essential adaptations for students receiving services in special education programs Collaboration with ESOL/ESL and bilingual education professionals
Clear communication with family members
Special Education Elementary Longitudinal Study
(SEELS) (2000)
Sponsored by the OSEP of the U. S. DOE Sample of more than 11,000 students ages 6 through 12 in 1999 and receiving special education services in first grade or higher Almost three-fourths classified as having a learning disability (43%) or a speech/language impairment (30%) – over 1 million students
Study conducted by Artiles, Rueda, Salazar, &
Higareda (2000)
ELLs in secondary grades and those with limited language proficiency most overrepresented in programs for students with MR, LD, and speech and language impairments ELLs more likely than English speakers to be placed in high incidence disability categories
Karen P. Harris Ph.D. CCC-SLP
SLP Roles and Responsibilities Play a major role in the identification, assessment,
and intervention of students with disabilities Common concerns and stakes in the educational outcomes of students with special needs, particularly those from CLD backgrounds Incredible task of distinguishing disability from cultural difference
Karen P. Harris Ph.D. CCC-SLP
The Big Picture‌  The more diverse the population, the more likely it is
that speech-language pathologists will work with children and families from cultural, ethnic, and linguistic backgrounds different than their own.
Karen P. Harris Ph.D. CCC-SLP
GUARANTEEING A HIGHLY QUALIFIED POOL OF SPEECHLANGUAGE PATHOLOGISTS IS ESSENTIAL.
Purpose of the Study INVESTIGATE CURRENT ASSESSMENT PRACTICES OF SLPS WITH ELLS IN THE PUBLIC SCHOOL SETTING
Research Questions What tools and techniques do school-based SLPs use
to identify students with diverse linguistic backgrounds for SLP services? What nontraditional techniques do school-based SLPs use? If nontraditional techniques are used, how did the SLPs become acquainted with them?
Methodology Quantitative
Qualitative
Non-experimental
Survey Instrument
Descriptive Survey Instrument
25 Total Questions Multiple Choice Likert-Type
1 Open-ended Question
Participants
Participants School-based SLPs in one Georgia school
district Significant representation of ELLs 70 total SLPs employed by this district Survey administered to 50 SLPs present at SLP meeting 28 respondents
Participant Demographics Years working in SLP 12-20 years (4) More than 20 years of experience (11) Years working with children and youth
12-20 years (4) More than 20 years of experience (11)
Gender Female (26) Male (2) Race/ethnicity
AA/Black (not Hispanic/Latino) (22) Caucasian/White (not Hispanic/Latino) (6)
Response Rate 56% RESPONSE RATE
Results ď‚— Type of service provided
Limitations ď‚— Self-report
Implications Ongoing collaborations among professionals In U.S., ELLs with disabilities entitled to specialized services under
both laws Schools required to provide both language services (e.g., ESL programs, native language support) and special education services. Training SLPs in areas of: Bilingualism Second language acquisition Sociocultural factors Authentic assessment Implementation of culturally appropriate essential adaptations for students receiving services in special education programs
Next Steps PROFESSIONAL DEVELOPMENT THINK TANKS
Thank You!!! KAREN P. HARRIS, PH.D. CCC-SLP KHARRIS@WESTGA.EDU 678 839-6171