Assessment Practices with English Language Learners for Entry Into Special Education Programs
Master of Science
Madeliene Peters, EdD
The purpose of this qualitative study is to examine local assessment practices for the assessment of English Language Learners for special education eligibility in the area of Specific Learning Disability. Resource specialists and psychologist from two districts in a San Francisco Bay area suburban county completed a survey that contained questions related to formal and informal assessment practices. Results showed a reliance on formal testing and informal data, with less emphasis on information on the use of intervention strategies, family and school history, and home language and literacy. Results also indicated a low incidence of native language assessment and availability of native language assessment instruments.
Speiser, Ellen, "Assessment Practices with English Language Learners for Entry Into Special Education Programs" (2010). Education | Print Theses. 386.