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Technical Manual Would Not Have Been Possible Without the Support of Many People TECHNICAL January 2015 MANUAL A GUIDE FOR THE APPROPRIATE ASSESSMENT OF CULTURALLY & LINGUISTICALLY DIVERSE AND INTERNATIONALLY- ADOPTED INDIVIDUALS GUIDE FOR THE APPROPRIATE i BY COURTNEY CARUSO, YESENIA ASSESSMENTCONCEPCION OF-ESCANO, CLD AND AND IA INDIVIDUALS TATYANA ELLESEFF COURTNEY CARUSO - is a bilingual (English/Spanish) speech-language pathologist who has experience working with multicultural and bilingual pediatric and adult clients with an array of communication disorders and disabilities. She obtained her MS in Speech-Language Pathology with a bilingual focus from Teachers College, Columbia University. Courtney was afforded the opportunity to provide speech and language therapy services to children in Bolivia during her graduate studies. She is currently the Chair of the NJSHA Multicultural Issues Committee (MIC) and member of the NJSHA Board of Directors. Courtney works at the Adler Aphasia Center, has a private practice Liberty Speech Associates LLC, and is an adjunct clinical supervisor in the department of AUTHOR BIOGRAPHIES AUTHOR Communication Sciences and Disorders at Montclair State University. Courtney has provided guest lectures and webinars on topics including assessment of culturally and linguistically diverse individuals and assessment and treatment of monolingual and bilingual AUTHOR BIOGRAPHIES AUTHOR adults with aphasia. She has also written numerous VOICES articles on multicultural topics. YESENIA CONCEPCION-ESCANO – is a bilingual (English/Spanish) speech-language pathologist who has experience working with multicultural and bilingual individuals. She obtained her MA in Speech-Language Pathology from Kean University and obtained her bilingual extension studies from Teachers College, Columbia University. Yesenia has served on the NJSHA Multicultural Committee for the past seven years. She served as the Vice-Chair of the Committee for one year and as Chair for two years. Yesenia has dedicated a lot of time to colleagues and students with respect to acknowledging bilingual issues that are pertinent to the field of speech-language pathology. Part of this mission has been to empower colleagues, students, and parents on the benefits of being bilingual and multicultural. Yesenia has written several articles on VOICES regarding bilingualism and multiculturalism. Yesenia has experience working in the public schools, early intervention services, hippotherapy programs, and has her private practice, Rainbow Therapeutic Services, LLC. She has received ACE award from ASHA and has completed several coursework related to the field. TATYANA ELLESEFF - is a bilingual (English/Russian) speech-language pathologist who specializes in working with multicultural, internationally and domestically adopted as well as at-risk children with complex communication disorders. She received her MA from NYU, her Bilingual Extension Certification from Teachers College, Columbia University, and several ACE awards for continuing education from ASHA. Currently in addition to her hospital based position for Rutgers University as well as her private practice Smart Speech Therapy LLC in Central New Jersey, she is also the Vice-Chair of the NJSHA Multicultural Issues Committee and a member of NY and NJ Fetal Alcohol Spectrum Disorder (FASD) multidisciplinary teams, the aim of which is to provide specialized services including speech language assessment and intervention to children identified or presenting with alcohol related deficits. Tatyana’s articles have been published in several magazines including Adoption Advocate, Adoption Today, Adoption Australia, Advance for Speech-Language Pathologists and Audiologists as well as ASHA Perspectives on School Based Issues and on Global Issues in Communication Sciences and Related Disorders. GUIDE FOR THE APPROPRIATE i ASSESSMENT OF CLD AND IA INDIVIDUALS INTRODUCTION…………………………………………………………………………….1 SECTION ONE CONTENTS Assessment Guidelines for CLD Individuals New Jersey’s Cultural and Linguistic Diversity……………………………………………………2 Who is CLD?……………………………………………………………………………...2 Difference vs. Disorder…………………………………………………………………...3 Overrepresentation of CLD Children in Special Services………………………………..3 AUTHOR BIOGRAPHIES AUTHOR The New Jersey Administrative Code……………………………………………………4 Federal Standard for Disability Evaluations……………………………………………….5 TABLE OF TABLE Current Assessment Practices……………………………………………………………6 Appropriate & Authentic Assessment Methods for CLD Individuals…………………….8 The Referral Process………………………………………………………………………………….8 The Evaluation…………………………………………………………………………....9 Working with Interpreters………………………………………………………………..13 The Report……………………………………………………………………………..16 SECTION TWO Assessment Guidelines for IA Children Internationally-Adopted vs. Bilingual Children…………………………………………...17 New Language Acquisition……………………………………………………………….17 Appropriate & Authentic Assessment Methods for IA Individuals……………………....18 Pre-Assessment Procedures………………………………………………………………19 Assessment Recommendations: Newly Adopted Children……………………………………20 Assessing Older Children Several Years Post-Adoption……………………………………....21 CONCLUSION…………………………………………………………………...24 REFERENCES………………………………………………………………………….………..R1 GUIDE FOR THE APPROPRIATE ii ASSESSMENT OF CLD AND IA INDIVIDUALS ACKNOWLEDGEMENTS This technical manual would not have been possible without the support of many people. We would like to sincerely thank Linda Tucker-Simpson (NJSHA President), the NJSHA Board of Directors, and the NJSHA Multicultural Issues Committee for their support and encouragement throughout the writing process. Similarly, we wish to express our appreciation to Dr. Barbara Glazewski (Professor and Graduate Coordinator in the Speech- Language Pathology Program at Kean University) for providing initial recommendations on how to approach and launch this technical manual and to Sue Goldman (speech-language pathologist) for reviewing the manual and providing valuable feedback. We would also like AUTHOR BIOGRAPHIES AUTHOR to thank Jack Duran (Drew University student) for providing the graphics and design for the manual. A sincere thank you is due to Dr. Celeste Roseberry-McKibbin (Professor of Speech ACKNOWLEDGEMENTS Pathology and Audiology at California State University), who is a leader in the field of assessment and treatment of multicultural students with communication disorders. Her publications and presentations on multicultural issues motivated us to affect change in New Jersey. We are also thankful to Dr. Roseberry-McKibbin for writing the foreword on the coming page. A special thank you is due to our mentor, Dr. Catherine Crowley (Distinguished Senior Lecturer, Coordinator of the Bilingual/Multicultural Program Focus and the Bolivia and Ghana programs, and Director of the Bilingual Extension Institute Program in Speech Language Pathology at Teachers College, Columbia University), who inspired and empowered us to fight for the rights of minority children. It was with her guidance that we were able to initiate a plan to implement this project, which will hopefully change the evaluation process throughout the state of New Jersey. We are grateful for Dr. Crowley’s and Dr. Roseberry-McKibbin’s willingness to review and critique our manual. GUIDE FOR THE APPROPRIATE iii ASSESSMENT OF CLD AND IA INDIVIDUALS FOREWORD The authors have successfully compiled key facts and information from research, state and federal laws, and ASHA policies to create a practical guide for SLPs who work with English Language Learners. The authors provide a cogent, data-based argument for stopping the use of inappropriate, biased, standardized tests with ELLs. The authors provide specific and FOREWORD practical suggestions about acceptable assessment alternatives with ELL and internationally- adopted populations. Kudos to the authors for undertaking such complex and far-reaching topics! It is a pleasure to recommend this manual. AUTHOR BIOGRAPHIES AUTHOR -Celeste Roseberry-McKibbin, Ph.D., CCC-SLP Professor of Speech Pathology and Audiology California State University, Sacramento GUIDE FOR THE APPROPRIATE iv ASSESSMENT OF CLD AND IA INDIVIDUALS PURPOSE Qualification for services and disability determinations are complex processes with several facets. Some populations are overqualified for services, while others are underqualified. Culturally and linguistically diverse (CLD) and bilingual children are often disproportionately identified as having disabilities when, in reality, their seemingly poor performance during evaluations are the result of other factors, such as socioeconomic status (SES), prior experience, dialectal differences, and second language acquisition. In INTRODUCTION contrast to CLD and bilingual individuals, internationally-adopted (IA) children are often underqualified for services. IA children are often evaluated as if they are bilingual or limited English proficient (LEP) students who will catch up in their ability to communicate when given an adequate level of exposure to English. The reality is, however, that IA students are significantly different than bilingual or LEP students and lack adequate foundational language skills in order to adequately perform in an academic setting. The purpose of this technical manual is to provide information to protect the legal rights of CLD and IA individuals in the state of New Jersey to ensure that these individuals receive disability evaluations consistent with the standard set forth by the Individuals with Disabilities Education Act 2004 (IDEA 2004). As such, they are entitled to disability evaluations
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