View Content #1306
| Contentid | 1306 |
|---|---|
| Content Type | 1 |
| Title | Assessing Culturally and Linguistically Diverse Students |
| Body | From: "Anselmo Villanueva" For more information: http://spsy.uoregon.edu/workshops.htm Assessing Culturally and Linguistically Diverse Students Presenter: Hector Ochoa, Ph.D., Texas A&M University Friday April 23, 2004 Ambridge Event Center (formerly the Portland Conference Center) Portland, Oregon Overview There are many issues and challenges associated with providing quality assessment and service delivery for students who are from culturally and linguistically diverse backgrounds. Schools are required to provide culturally appropriate assessment and intervention procedures in the native language of students and parents. Student and parent interviews, establishment of informed written consent, provision of written prior notice, multidisciplinary team meeting procedures, and so forth, are all encompassed within this requirement. Although educators recognize the importance of compliance with these mandates, the limited number of bilingual professionals and the growing number of culturally and linguistically diverse school-age children often present barriers to effective practice. Unique approaches to assessment and service delivery are often required to overcome these barriers. The purpose of this workshop is to provide practical solutions for incorporating culturally and linguistically sensitive assessment and intervention procedures in everyday educational and psychological practice. This workshop is appropriate for teachers, ESL/ELL specialists, school administrators, school psychologists, school counselors, speech-language pathologists, reading specialists, and other professionals who are interested in improving their skills in this area. Join us for this outstanding workshop with Dr. Hector Ochoa of Texas A&M University, a nationally-recognized expert in psychoeducational assessment, bilingual education, and diversity issues in education. Dr. Ochoa is an award-winning teacher whose workshops are in great demand nationally, and consistently receive rave reviews. Objectives By attending and participating in this workshop, participants will obtain an understanding of the following: 1. Second language acquisition process and its implications for assessment 2. Bilingual education programming and its implications for assessment 3. Common reasons why second language learners are referred for special education 4. Methods to language proficiency and achievement 5. Methods to assess cognitive functioning Outline 1. Introduction 2. Overview of Assessment Model 3. Competencies Needed By Examiners 4. Examining For Possible Within-School System Deficits A. Language Acquisition & Dual Language Programming B. Reason for Referral & Is it A Valid Referral? 5. Concerns & Limitations About Bilingual Assessment 6. Informal vs. Formal Assessment 7. Language Proficiency Assessment 8. Academic Assessment 9. Intellectual Assessment 10. Exclusionary Clause 11. Case Study Schedule 8:20 - 8:55: Check-in and onsite registration (coffee and juice service provided) 9:00 - 10:25: Part 1 of morning session 10:25 - 10:40: Break 10:40 - 12:00: Part 2 of morning session 12:00 -1:00: Lunch (included with registration, provided onsite) 1:00 - 2:10: Part 1 of afternoon session 2:10 - 2:20: Break 2:20 - 3:30: Part 2 of afternoon session 3:30: Wrap-up, workshop evaluation, distribution of CEU certificates |
| Source | Hector Ochoa, Ph.D., Texas A&M University |
| Inputdate | 2004-03-03 13:20:00 |
| Lastmodifieddate | 2004-03-03 13:20:00 |
| Expdate | 2004-04-24 00:00:00 |
| Publishdate | Not set |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
