Identification of Learning Impaired Linguistically Different Students in Rochester, New York, Suburban Schools

Abstract

This paper reviews the legal basis for Bilingual Education and Special Education which have formed the framework for Bilingual Special Education. Assessment procedures and considerations utilized to screen linguistically different students in the area of language dominance/proficiency and IQ measurement are examined. The advantages and disadvantages of assessment tools such as culture free tests, translated tests, regional norms, adaptive scales, criterion reference measures and pluralistic assessment techniques are discussed. Included are the results of a questionnaire which was distributed to the directors of Special Education in thirty-two schools in and near Monroe County. The purpose of this questionnaire was to ascertain information concerning the types of assessment methods used by these educators to identify linguistically different students for learning impediments. Twenty-one schools responded to this survey which form the basis of this study. The results indicate that educators are well informed regarding the need to obtain performance data of bilingual students in both the linguistic and cognitive areas. However, it was quite evident from the multitude of tests used over the last two years that these professionals did not feel that existing tests adequately reflected true performance levels of these students.