Survey of current practices in the psychological assessment of limited-english-proficiency handicapped children |
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| Institution: | 1. Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Philipps-University of Marburg, Hans Sachs Str. 6, D-35039 Marburg, Germany;2. Center for Mind, Brain and Behavior (CMBB), University of Marburg and Justus Liebig University Giessen, Hans-Meerwein-Straße 6, D-35032 Marburg, Germany;3. Department of Clinical and Health Psychology, University of Vienna, Liebiggasse 5, 1010 Vienna, Austria;1. Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Philipps-University of Marburg, Hans Sachs Str. 6, D-35039, Marburg, Germany;2. Clinical Psychology, Department of Psychology, University of Vienna, Liebiggasse 5, 1010, Vienna, Austria;3. Center for Mind, Brain, and Behavior (CMBB), University of Marburg and Justus Liebig University of Giessen, Hans-Meerwein-Straße 6, D-35032 Marburg, Germany;1. Wisconsin National Primate Research Center, University of Wisconsin, 1220 Capitol Court, Madison, WI 53715, USA;2. Harlow Primate Laboratory, University of Wisconsin, 22 N. Charter Street, Madison, WI 53715, USA;1. Department of Epidemiology and Biostatistics, Graduate School of Public Health and Health Policy, City University of New York, New York, NY, USA;2. Institute for Implementation Science in Population Health, City University of New York, New York, NY, USA;3. Department of Epidemiology, Mailman School of Public Health, Columbia University, New York, NY, USA;4. Department of Psychiatry, College of Physicians and Surgeons, Columbia University, New York, NY, USA;5. New York State Psychiatric Institute, New York, NY, USA;6. Department of Clinical Sciences, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, USA;7. Department of Obstetrics and Gynecology, Temple University School of Medicine, Philadelphia, PA, USA;8. Department of Community Health and Social Medicine, Sophie Davis School of Biomedical Education/CUNY School of Medicine, New York, NY, USA;9. Department of Biostatistics, Mailman School of Public Health, Columbia University, New York, NY, USA;10. Department of Psychology, Queens College and The Graduate Center, City University of New York, Queens, NY, USA;11. Department of Psychiatry, Icahn School of Medicine, New York, NY, USA;12. Department of Epidemiology, School of Public Health, Boston University, Boston, MA, USA |
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| Abstract: | This article discusses current psychological and educational assessment practices used with elementary school limited-English-proficiency (LEP) children, as revealed by a nationwide study of 21 local education agencies (LEAs) that had LEP handicapped children mainstreamed in bilingual education classrooms. Data were obtatained through telephone and personal interviews of bilingual and special education directors, inspection of documents, and site visits. The testing approaches most frequently used with LEP students were the common culture approach (which relies on nonverbal measures) and translated tests. In many of the LEAs, translations were done while testing was in progress. An average of 12 psychological, language, and educational tests were used with each LEP child. The assessment instruments used were not normed on LEP populations. Only a third of the LEAs studied were incorporating multicultural pluralistic approaches in their assessment procedures. The professionals involved in the assessment of LEP children were the same as those used for English-speaking children except that they were bilingual. Most of the LEAs reported serious shortages in bilingual assessment personnel. LEAs have tried to cope with this problem in various ways, including the use of trained or untrained interpreters, the use of central teams or contracted professionals, and the use of nonverbal tests administered by nonbilingual personnel. However, many children remain to be assessed, and LEAs have been forced to establish priorities. |
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