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presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP
Financial: Celeste Roseberry-McKibbin receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Celeste Roseberry-McKibbin has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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In this course, Dr. Roseberry-McKibbin will discuss the public laws and policies that address nondiscriminatory testing for ELLs. Considerations in using standardized tests with ELL students are considered, and modifications in standardized test administration are recommended. Finally, because SLPs frequently need to assess ELLs in both the first language and English, recommendations are made for optimal utilization of the services of interpreters.
Celeste Roseberry-McKibbin, PhD, CCC-SLP
Celeste Roseberry-McKibbin received her PhD from Northwestern University. She is a Professor of Speech Pathology and Audiology at California State University, Sacramento. Dr. Roseberry is also currently a part-time itinerant speech pathologist in San Juan Unified School District where she provides direct services to students from preschool through high school. She has worked in educational…
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1. Public Laws and Policies
This chapter describes national legislative requirements as well as federal laws and policies that impact the assessment practices and materials used with ELLs.
2. Considerations in Standardized Testing
This chapter addresses the use of standardized language tests with ELLs. We'll describe formal test assumptions and explain potential sources of bias against ELLs. Finally, we'll suggest how to modify standardized test administration to be more appropriate for ELLs.
3. Utilizing the Services of Interpreters
This chapter discusses utilizing the services of interpreters and makes recommendations for optimal use of interpreters’ services in assessing ELLs for the possible presence of language impairment.
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