Assessing Culturally and Linguistically Diverse Students. Rhodes, Ochoa, Oritz

Minority students have been labeled to be mentally retarded, learning disabled, seriously emotional disturbed, emotionally disturbed, and many other labels for special education compared to Caucasians. In 1997, the reauthorization of IDEA was written to change the difference, but minority students continue to be defined in those categories more than the Caucasians. It has been found that the higher the population, the greater percent of labeling, including students with Limited English Proficiency (LEP). It is unfortunate that is usually the case for LEP students in the schools, and the way each state implement assessments are different. I was surprised to read that school psychologists are not well trained in testing the LEP students for special education, especially when there are cultural differences. In LKSD the school psychologist is often the one who tests students, and it makes me question how well trained they are about student’s culture although they live in Bethel where it’s a multicultural.

In LKSD we started doing interventions about a year ago, which we call the Child Intervention Study (CSI). This is done to work closely with students we believe that are at risk in academics or social development. It is hard to refer a student into Special Education in our school, although we keep track of the CSI records. Our district office believes that referrals should not occur until they are taught in English. This sounds reasonable, but they are not taught in English until they reach third grade. This is unfair for the student, especially since it delays the services they should receive. Most of these students are limited in both languages.