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A strategy for the assessment of bilingual handicapped children
Author(s) -
Mowder Barbara A.
Publication year - 1980
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198001)17:1<7::aid-pits2310170103>3.0.co;2-9
Subject(s) - legislation , psychology , test (biology) , special education , bilingual education , plan (archaeology) , population , medical education , special needs , standardized test , developmental psychology , pedagogy , mathematics education , political science , medicine , environmental health , psychiatry , paleontology , history , archaeology , law , biology
Because of current federal legislation, educators must assess children with possible handicapping conditions and plan an individual education program for each child with a special need. Past trends are inadequate for these two purposes, and, furthermore, have placed bilingual, culturally different children into special education classes disproportionately to their representation in the general population. What needs to be recognized by measurement experts and educators is that no one test method is sufficient for the assessment of bilingual children. This paper discusses past measurement directions and makes recommendations for the assessment of bilingual, culturally different children.