The identification conundrum

The combination of these two problems is known as "disproportionality"-defined by the U.S. Department of Education as overrepresentation and underrepresentation of minority students in special education and related services. According to the assessment data, José presents with typically de...

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Bibliographic Details
Published inASHA Leader Vol. 19; no. 11; p. 48
Main Authors Munoz, Maria L, White, Melissa, Horton-Ikard, Ramonda
Format Journal Article Trade Publication Article
LanguageEnglish
Published Rockville American Speech-Language-Hearing Association 01.11.2014
Subjects
Bias
Bilingualism
Children & youth
English as a second language
Methods
Psychotherapist and patient
Speech therapy
Therapist and patient
United States
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Summary:The combination of these two problems is known as "disproportionality"-defined by the U.S. Department of Education as overrepresentation and underrepresentation of minority students in special education and related services. According to the assessment data, José presents with typically developing speech in his native language.\n The data support the hypothesis that José's speech development is typical for a Spanish-speaker learning English as a second language. Overidentification as speechlanguage impaired can result when a child is unfairly penalized for any of the following: lack of knowledge of the pragmatics expectations associated with testing (situational bias), unfamiliarity with subtest instructions and format (format bias), dialectal or second-language differences (linguistic bias), or providing an answer other than that identified by the test due to differences in cultural rules or experiences (value bias).
ISSN:1085-9586
DOI:10.1044/leader.FTR3.19112014.48