ED482754.Pdf

ED482754.Pdf

DOCUMENT RESUME ED 482 754 FL 027 916 TITLE Linguistically and Culturally Diverse Students: American Indian and Spanish-Speaking. Language Sample Analysis Companion Guide. INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. REPORT NO Bull-4001 ISBN ISBN-1-57337-111-4 PUB DATE 2003-00-00 NOTE 144p.; Cover title varies. AVAILABLE FROM Publications Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 608- 266-2188; Tel: 800-243-8782 (Toll Free); Fax: 608-267-9110; Web site: http://222.dpi.state.wi.us/pubsales. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PC06 Plus Postage. DESCRIPTORS *American Indian Education; American Indians; Bilingual Students; Case Studies; *Cultural Awareness; Elementary Secondary Education; Equal Education; Language Proficiency; Legal Responsibility; Native Language Instruction; Second Language Learning; Social Influences; *Spanish; Special Education; *Student Diversity; Student Evaluation IDENTIFIERS Wisconsin ABSTRACT This guide is a companion to its predecessors, "Linguistically and Culturally Diverse: African American and Hmong" and "Language Sample Analysis: The Wisconsin Guide." It focuses on children from American Indian and Spanish speaking populations. It provides information pertaining to: historical background, including legal and social issues; cultural factors influencing learning and language; recommended procedures for appropriate non-biased assessment; data collection as a result of analysis of language samples of typically developing Spanish speaking children; dialectical and phonological patterns that should be considered as differences and not errors or indicators of an impairment or disability; intervention strategies for regular andspecial education teachers; and case studies. The 19 appendixes present limited English proficiency (LEP) levels of English language learners; recommended tests for speech and language evaluation (Spanish emphasis); translators and interpreters; test evaluation form; checklist for potential discrimination of an assessment instrument; language sample analysis in English of native Spanish speaking children; classroom observation form; classroom teacher questions for self-evaluation prior to making a referral; communication skills inventory for bilingual children; consultation team questionnaire; records review form; teacher interview for consultation team; sample interview forms in English and Spanish; background information for students with LEP; hearing screening considerations; Wisconsin Tribal education directors; and English and Spanish glossaries. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. FL P--010730 71- k-f") CN1 00 IC) rJ i U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCESINFORMATION rCENTER (ERIC) This document has been reproduced as ulturally received from the person or organization originating it. 0 Minor changes have been madeto improve reproduction quality. Points of view or opinions stated inthis document do not necessarily represent official GERI position,.... or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) . 1 Populations: American Indian & Spanish Speaking 1111 111 S EST COPY AVAILABLE inistically and Culturally Diverse Students American Indian and Spanish-Speaking Coop rative Educational Service Agency No. 9 Wisconsin Department of Public Instruction Project Director Christine Freiberg Speech and Language Pathologist Wausau School District Task Force Members American Indian Gordon Thunder, HoChunk Nation Alan Caldwell, Menominee Nation Dana Jackson, Bad River Band of the Ojibwe Renee Pfaller, Oneida Nation Spanish-Speaking Stacy Ko Sondag, Milwaukee Public School District Ann Martin, Green Bay Area School District Malena Otalora, Madison Metropolitan School District DPI Staff Members Timothy Boals, Supervisor of ESL/Equity Program J.P. Leary, Consultant, American Indian Studies Program Kate Morand, School District of Beloit (former Consultant, Speech and Language Programs) Jon F. Miller, University of Wisconsin-Madison 660in Psb Elizabeth Burmaster, State Superintendent Wisconsin Department of Public Instruction Madison, Wisconsin 3 This publication is available from: Publication Sales Wisconsin Department of Public Instruction Drawer 179 Milwaukee, WI 53293-0179 (800) 243-8782 (U.S. only) (608) 266-2188 (608) 267-9110 Fax www.dpi.state.wi.us/pubsales Bulletin No.4001 ©August 2003 Wisconsin Department of Public Instruction ISBN 1-57337-111-4 The Wisconsin Department of Public Instruction does not discriminateon the basis of sex, race, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability. Printed on recycled paper Table of Contents Foreword Acknowledgments 1.Perspectives: Legal, Historical, Ethical, and Demographic 2.Cultural Considerations 3. Assessment 4. American Indians in Wisconsin 5.Spanish- Speaking Americans 6.Case Studies 7. Appendixes A. LEP Levels of English-Language Learners B. Recommended Tests for Speech & Language Evaluation-Spanish Emphasis C. Translators and Interpreters D. Test Evaluation Form E. Checklist for Potential Discrimination of an Assessment Instrument F. Language Sample Analysis in English of Native Spanish-Speaking Children G. Classroom Observation Form H. Classroom Teacher Questions for Self-Evaluation Prior to Making a Referral I.Communication Skills Inventory for Bilingual Children J.Consultation Team Questionnaire K. Records Review Form L. Teacher Interview for Consultation Team M. Sample Interview Form-English N. Sample Interview Form-Spanish 0. Background Information for Students with Limited English Proficiency P.Hearing Screening Considerations Q. Wisconsin Tribal Education Directors R. Glossary-English S. Glossary-Spanish Acknowledgments The Wisconsin Department of Public Instruction and Cooperative Education Ser- vice (CESA) Area 9 gratefully acknowledges the contributions of the dedicated authors who have given their valuable time and expertise to the development of this publica- tion. A special thank you to Dr. Jon F. Miller of the University of Wisconsin-Madison who has been a major contributor throughout the development of both Linguistically and Culturally Diverse guides. It was with the development of the Language Sample Analysis Guide( 1992) that Dr. Miller envisioned companion guides that would provide speech-language patholo- gists a thorough process to differentiate a language disorder from a language differ- ence. Because of the inherent cultural bias that currently exists within most formal measures of expressive language, Dr. Miller has expanded the tool of Language Sample Analysis (LSA) to document current language status in English or Spanish as well as documenting the child's linguistic change overtime. It is for these contributions and the success of these guides that we thank Dr. Miller. Thank you also to Kathy Bertolino John, Director, Special Education, CESA 9, Tomahawk, who encouraged and supported this project in its entirety; Ann Wicklund, Assistant Director of Special Education, John Waldron, Director of Pupil Services and Special Education, and Mary Ellen Marnholtz, Public Relations/Communications, of the Wausau School District; David Damgaard and James Larson, retired; Ezquiel Vargas and Elena Chevez-Miller; Lisa Hildebrand, Project Editor; the educational leadership of the American Indian Tribes of Wisconsin; the College of Menominee Nation; School District of Beloit; Green Bay Area School District; Madison Metropolitan School Dis- trict; Milwaukee Public School District; Racine Unified School District; and the Wau- sau School District who allowed their personnel to participate in his project. Thank you also to the following individuals at the Wisconsin Department of Public Instruction who contributed to the overall success of this project. State Superintendent, Elizabeth Burmaster Division for Learning Support: Equity and Advocacy Carolyn Stanford Taylor, Assistant Superintendent Stephanie Petska, Director of Special Education Team Jack Frye-Osier, Assistant Director of Special Education Team Sheryl Squier, Consultant, Speech and Language Impairment Programs Timothy Boals, Consultant, Bilingual/ESL Education Program J. P. Leary, Consultant, American Indian Studies Program Christine Freiberg, Project Director iv Foreword Wisconsin has long been a leader in the field of education. In an effort to sustain that leadership, educators have recognized that the state must be diligent in their efforts to continually monitor assessment and evaluation methods as well as interven- tion strategies for students in regular and special education. In order to address some of these issues, a statewide task force was established to provide information on linguistic and cultural differences for students from the Ameri- can Indian and Spanish-speaking populations and to develop guidelines in the assess- ment procedures for students from these populations who are experiencing academic and communication difficulties in the educational environment. This information is especially timely due to the national trend to the over-identifi- cation of minorities in special education programs. It is anticipated that the informa- tion in this publication will provide guidance to speech and language pathologists, members of IEP teams,

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