Practitioners must maintain knowledge of current research on language, cognitive, and academic development and their application to MTSS/RTI and PSW-based testing frameworks. This knowledge facilitates and supports the generation of valid data to support conclusions and decisions regarding English learners with emphasis on the identification of specific learning disability. Topics include: language and acculturative knowledge acquisition; developmental factors in performance norms and expectations; the linear decline in test score performance, and addressing "difference vs. disorder" to establish data validity.
Moderated by Dr. Robert Lichtenstein
At the conclusion of this presentation, participants will be able to:
1. Identify the maturational and linguistic factors that influence psychological and academic development of ELLs as compared to native English speakers.
2. Describe the linear impact of cultural and linguistic factors on ELL assessments as reflected in measurements within various frameworks for SLD identification such as RTI and PSW-based standardized testing.
3. Evaluate collected assessment data to determine the extent to which the data are valid (i.e., indicate “difference vs. disorder”) and permit or preclude defensible interpretation.