Given the disproportionate numbers of English Language Learners (ELLs) in Special Education, the method by which students are being assessed for Special Education must be examined further. Because these practices have real consequences for students’ educational placements in schools, it is necessary to understand what factors are important in conduction a non-discriminatory assessment.
Currently, there is literature on how to conduct a non-discriminatory assessment; however, there is very little information known about how these practices are or are not being implemented in the schools. As such, the purpose of this study is to utilize a survey study to gain an understanding of what is the school psychologist’s role in the evaluation of Spanish speaking English Language Learners for Special Education in the schools.
Based on the findings of this study, there is a need for a formal training for school psychologist once they are out in the field. Currently, the majority of the training received was through their graduate program. Furthermore, there is a need for a formal training or certification for bilingual school psychologists. Due to the limited number of bilingual school psychologist in the field, formal training must also be developed for interpreters working with monolingual school psychologists on non-discriminatory assessments.
|Advisor:||Gamble, Brandon E.|
|Commitee:||Cornejo, Leticia, Rubio, Olga|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 56/01M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Multicultural Education, Educational psychology|
|Keywords:||Assessments, Cultural competency, English language learner, Non discriminatory assessments, School psychologist|
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