这个冬天不太冷——郑州楼市年末回.ppt

1、1,Bilingual Special Education Evaluation,Criselda Guajarado Alvarado,2,Definitions,Dominant Languagethe language spoken by the student most effectively and productively relative to his/her other language(s) Oral Language Proficiencylevel of the students ability to comprehend and speak a language. Pr

2、imary languagelanguage the person first learned, or the language which is spoken in the persons home 5 CCR 3001 Definitions,3,Definitions, continued,Native LanguageThe term “native language”, when used with respect to an individual who is limited English proficient, means the language normally used

3、by the individual or, in the case of a child, the language normally used by the parents of the child.IDEA 04,4,Test Results,Language of Instruction,Affective Factors,Kind of Educational Programming,Parents Language,Social vs. Academic Language,Quality of Language Models,Four Components of a Bilingua

4、l Special Education Evaluation,Gathering of information for referral Oral language proficiency and dominance testing in the students two or more languages Academic testing Cognitive/IQ testing,Students Level of Proficiency,Socio-Economic Factors,Students Dominant Language,5,Gathering Information for

5、 Referral to Special Education Testing,6,Getting to Know Your Student: Educational Background,Previous School Information Track down where student has attended school since he first started. Current (ii) are provided and administered in the language and form most likely to yield accurate information

6、 on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer; (iii) are used for purposes for which the assessment or measures are valid and reliable; (iv) are administered by trained and knowledgeable personnel; and (v) a

7、re administered in accordance with any instructions provided by the producer of such assessments; . . .,13,Oral Language Proficiency and Dominance Testing,14,Oral Language Proficiency (ii) are provided and administered in the language and form most likely to yield accurate information on what the ch

8、ild knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer; (iii) are used for purposes for which the assessment or measures are valid and reliable; (iv) are administered by trained and knowledgeable personnel; and (v) are administered

9、 in accordance with any instructions provided by the producer of such assessments; . . .,29,for a non-native speaker and for a speaker of some dialects of English, every test given in English becomes, in part, a language or literacy test. Test results may not reflect accurately the abilities and com

10、petencies being measured if test performance depends on these test takers knowledge of English. Standards for Educational and Psychological Testing American Psychological Association American Educational Research Association National Council on Measurement in Education,30,Cognitive/IQ Testing: Tests

11、 Appropriate for Bilingual, English Dominant Students,WJ III Bilingual Scale for English dominant students who also speak Spanish or one of the 16 languages in the BVAT K-ABC II Allows translation of instructions & sample items (if necessary) and acceptance of responses in another language,31,Cognit

12、ive/IQ Testing Case Study: Juan,Batera III Cognitiva, Bilingual Scale106,32,Evaluation Personnel,33,“Best Practice” dictates that the evaluation professional is fluent and literate in the two or more languages of the student being tested. The evaluation professional should also be knowledgeable of c

13、ultural and linguistic issues that can impact test results and have training on evaluation materials and practices appropriate for the culturally and linguistically diverse student. The evaluation materials should be in the language and form most likely to yield accurate information.,34,IDEA 04, Per

14、sonnel Qualifications.,(A) In general.The State educational agency has established and maintains qualifications to ensue that personnel necessary to carry out this part are appropriately and adequately prepared and trained, including that those personnel have the content knowledge and skills to serv

15、e children with disabilities.,35,APA Standard 9.11,When an interpreter is used in testing, the interpreter should be fluent in both the language of the test and the examinees native language, should have expertise in translating, and should have a basic understanding of the assessment process. Comme

16、nt: Although individuals with limited proficiency in the language of the test should ideally be tested by professionally trained bilingual examiners, the use of an interpreter may be necessary in some situations. If an interpreter is required, the professional examiner is responsible for ensuring th

17、at the interpreter has the appropriate qualifications, experience, and preparation to assist appropriately in the administration of the test. It is necessary for the interpreter to understand the importance of following standardized procedures, how testing is conducted typically, the importance of a

18、ccurately conveying to the examiner an examinees actual responses, and the role and responsibilities of the interpreter in testing. p. 100,36,Evaluation Report,37,Report Results of the Home Language Survey Teacher information Language proficiency testing Parent Information Information from student interviews Educational history Previous schooling in another country, including any interruptions Previous and current educational programming, especially alternative language programming Relevant sociological/cultural information D