Download Assessing Culturally and Linguistically Diverse Students: A by Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. PDF

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

This is the 1st ebook to give a realistic, problem-solving strategy and hands-on instruments and strategies for assessing English-language freshmen and culturally different scholars in K-12 settings. It meets a vital desire between practitioners and certain educators operating in trendy colleges. supplied are research-based, step by step systems for engaging in powerful interviews with scholars, mom and dad, and lecturers; making the simplest use of interpreters; addressing unique matters within the prereferral procedure; and undertaking exact, independent exams of educational fulfillment, highbrow functioning, language skillability, and acculturation. one of the book's certain beneficial properties 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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Extra resources for Assessing Culturally and Linguistically Diverse Students: A Practical Guide

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20). The NRC (2002) Committee on Minority Representation in Special Education noted that many culturally diverse students are poor. They reviewed many of the risk factors usually found in families and communities that are poor, such as being exposed to “harmful toxins” (p. 4). The NRC committee stated that: “Poor children are also more likely to be born with low birth weight, to have poorer nutrition, and to have home and child care environments that are less supportive of early cognitive and emotional development than their majority counterparts” (p.

Russian is the eighth largest LEP language subgroup in the United States and emerged in the top five languages spoken in 13 states and Washington, DC. Children from this language subgroup are prevalent in the Northwestern United States (Alaska, Washington, Oregon, Idaho). Lastly, Navajo-speaking children are most prevalent in the Western states of Arizona, New Mexico, and Utah, where they ranked as the second largest subgroup of LEP children. The most important trend noted among the LEP population in the United States is its rapid growth.

Haitian Creole did not rank among the top five languages in any other states. Korean, which ranked fifth nationally, was among the top five languages spoken in 19 states. This language group ranked in either second or third in some Northeast coastal states (New Jersey, New York, Maryland, Virginia). Arabic is the seventh largest LEP language subgroup in the United States and is most prevalent in five states that border one another: Illinois, Michigan, Indiana, Ohio, and West Virginia. Arabic is either the second or third most common LEP language subgroup in these five states.

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