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The articles in the March 16 issue of The ASHA Leader discussing appropriate assessment of students who are English language learners (ELLs) emphasize the importance of looking beyond scores. This has been a dilemma that I have faced most of my 30-year career in the field. Despite IDEA mandates, school personnel continue to rely solely on scores to determine eligibility for services. I, unfortunately, witness this problem despite evidence that scores on tests may be inappropriate in determining the presence or absence of a disability in that population. All of us need to continue educating our school colleagues and administration, as well as the families involved, to advocate for appropriate assessments and intervention for those students.
Henriette W. Langdon
San José, CA
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