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Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference from Language Impairment in English Learners

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Title: Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference from Language Impairment in English Learners
Language: English
Authors: Roseberry-McKibbin, Celeste
Source: Communication Disorders Quarterly. Feb 2021 42(2):93-99.
Availability: 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: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Language Impairments, English Language Learners, Student Evaluation, Language Proficiency, Case Records, Interviews, Response to Intervention
DOI: 10.1177/1525740119890314
ISSN: 1525-7401
Abstract: The growing number of English Learners (ELs) in American schools has led to increasing referrals of these students for special education, including speech-language services. These ELs are frequently overidentified as having a language impairment (LI) due to biased assessment practices that are not legal or grounded in research promoting best practices. This article describes a comprehensive preassessment process that should be used with ELs before formal testing takes place. This process consists of four steps: (a) assess language proficiency in all languages, (b) gather a case history with a focus on language development milestones in the first language, (c) interview multiple individuals in the child's school setting and ascertain whether or not they agree that the student is manifesting any of the universal indicators of LI, and (d) implement a comprehensive response to intervention (RtI) process to determine the student's ability to profit from instruction. Use of a comprehensive preassessment process will accomplish two objectives: help reduce the overidentification of ELs as having LI and other special needs and promote academic success for these students.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280363
Database: ERIC
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  Data: Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference from Language Impairment in English Learners
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Feb 2021 42(2):93-99.
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  Data: 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: journals@sagepub.com; Web site: http://sagepub.com
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  Data: The growing number of English Learners (ELs) in American schools has led to increasing referrals of these students for special education, including speech-language services. These ELs are frequently overidentified as having a language impairment (LI) due to biased assessment practices that are not legal or grounded in research promoting best practices. This article describes a comprehensive preassessment process that should be used with ELs before formal testing takes place. This process consists of four steps: (a) assess language proficiency in all languages, (b) gather a case history with a focus on language development milestones in the first language, (c) interview multiple individuals in the child's school setting and ascertain whether or not they agree that the student is manifesting any of the universal indicators of LI, and (d) implement a comprehensive response to intervention (RtI) process to determine the student's ability to profit from instruction. Use of a comprehensive preassessment process will accomplish two objectives: help reduce the overidentification of ELs as having LI and other special needs and promote academic success for these students.
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