This session will cover the complexities of the special education referral process for students with different linguistic backgrounds, focusing on culturally and linguistically responsive practices and considerations when an emergent bilingual student is referred for a speech and language evaluation. This session will discuss guidelines when considering an initial referral to special education by exploring the differences between language acquisition and speech and language disabilities in bilingual learners, as well as litigation and legislation. The influence of socioeconomic factors and academic language(s) on oral language development will be reviewed. The ARD/LPAC collaboration process, as well as working with interpreters will be discussed.
This session aims to equip participants with the knowledge and skills to ensure that bilingual learners are not misidentified for special education services and receive the support they need to succeed. We will discuss:
-The impact of cultural and linguistic differences on identification for special education services
-The special education referral process and considerations.
-Distinguishing between language differences and learning disabilities.
-The ARD/LPAC collaboration process
-Best practices when working with interpreters.
This program will be submitted for approval of 3.0 clock hours of continuing education credit by the Texas Speech-Language-Hearing-Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures.