By Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD

This is the 1st publication to provide a realistic, problem-solving procedure and hands-on instruments and strategies for assessing English-language beginners and culturally various scholars in K-12 settings. It meets a very important want between practitioners and specified educators operating in modern-day colleges. supplied are research-based, step by step tactics for accomplishing powerful interviews with scholars, mom and dad, and lecturers; making the simplest use of interpreters; addressing unique matters within the prereferral strategy; and carrying out exact, impartial checks of educational fulfillment, highbrow functioning, language talent, and acculturation. one of the book's detailed gains are reproducible worksheets, questionnaires, and checklists--including numerous in either English and Spanish--in a ready-to-use, large-size structure.

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Third, the Executive Summary—Conference on Minority Issues in Special Education, written by the Civil Rights Project (2000) at Harvard University, states the following: Historically, special education has too often been a place—a place to segregate minorities and students with disabilities. . To the extent that minority students are misclassified, segregated, or inadequately served, special education can contribute to a denial of equality of opportunity, with devastating results in communities throughout the nation.

The TEA appears to be the only state agency that examines disproportionality by comparing district characteristics across the state. Disproportionate representation is examined with respect to ethnic status (Hispanic, African American, white), low socioeconomic status, LEP status, and overall special education enrollment. In particular, the state examines disproportionate representation of African Americans labeled MR and LEP students identified as speech and language disordered. In order to accomplish this task, a district-level composition index is obtained for each of the factors.

1). Third, the Executive Summary—Conference on Minority Issues in Special Education, written by the Civil Rights Project (2000) at Harvard University, states the following: Historically, special education has too often been a place—a place to segregate minorities and students with disabilities. . To the extent that minority students are misclassified, segregated, or inadequately served, special education can contribute to a denial of equality of opportunity, with devastating results in communities throughout the nation.

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