Exam 6: Cultural and Linguistic Considerations

IDEA gives protections to students with limited English proficiency, specifically that testers must measure the extent to which the child has a disability, rather than measuring the child's __________.

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Question 1

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English language skills

Making entitlement decisions without testing is possible for many disability categories, but is perhaps most difficult with

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(Multiple Choice)

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Question 2

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Name two cultural factors that affect testing of students with limited English proficiency.

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Question 3

Correct Answer:

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Children's minimal response to adults in authority; male-female relations such as females may be hesitant to speak to males and male students, and parents may not see female teachers as authority figures; wariness of strangers due to traumatic immigration or prior circumstances.

The most common reason students with limited English proficiency are referred for special education services is

(Multiple Choice)

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Question 4

Students learning English as a second language generally require ________ years to develop cognitive academic language skills.

(Short Answer)

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Question 5

Denial is frequently accompanied by _ (the examiner believes the student's social language indicates sufficient academic language) or (the examiner's supervisor insists that the student be tested).

(Short Answer)

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Question 6

The fundamental principle when assessing students with limited English proficiency is to

(Multiple Choice)

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Question 7

Appropriate administration of ability tests used in eligibility decisions should not assess

(Multiple Choice)

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Question 8

Eligibility decisions concerning students with limited English proficiency

(Multiple Choice)

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Question 9

Tests of ability that attempt to reduce the effects of language and culture are known as __________ tests.

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Question 10

Students learning English as a second language generally need at least _______ years to develop basic interpersonal communication skills.

(Short Answer)

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Question 11

The following student with limited English proficiency will be most likely to develop competent academic English language skills:

(Multiple Choice)

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Question 12

Although students may be able to switch between two languages, they are seldom truly ___________.

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Question 13

Response to adults in authority, wariness of strangers, and male-female relations are all examples of _________ factors that impact assessment of students with limited English proficiency.

(Multiple Choice)

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Question 14

When students grow up in a home where two languages are spoken,

(Multiple Choice)

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Question 15

Describe the conundrum of assessing and qualifying a student with limited English proficiency for LD special education services. Can you think of a situation in which it possibly would be appropriate to qualify a student for LD services?

(Short Answer)

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Question 16

Commercially translated tests

(Multiple Choice)

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Question 17

A student will learn English as a second language more quickly if the

(Multiple Choice)

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Question 18

Cultural factors such as , , and __ may inhibit rapport with the student and better testing results.

(Short Answer)

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Question 19

A side-by-side English/native language version of a test is an accommodation sometimes offered for ____________ testing.

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Question 20

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Exam 6: Cultural and Linguistic Considerations

IDEA gives protections to students with limited English proficiency, specifically that testers must measure the extent to which the child has a disability, rather than measuring the child's __________.

Making entitlement decisions without testing is possible for many disability categories, but is perhaps most difficult with

Name two cultural factors that affect testing of students with limited English proficiency.

The most common reason students with limited English proficiency are referred for special education services is

Students learning English as a second language generally require ________ years to develop cognitive academic language skills.

Denial is frequently accompanied by _________ (the examiner believes the student's social language indicates sufficient academic language) or ________ (the examiner's supervisor insists that the student be tested).

The fundamental principle when assessing students with limited English proficiency is to

Appropriate administration of ability tests used in eligibility decisions should not assess

Eligibility decisions concerning students with limited English proficiency

Tests of ability that attempt to reduce the effects of language and culture are known as __________ tests.

Students learning English as a second language generally need at least _______ years to develop basic interpersonal communication skills.

The following student with limited English proficiency will be most likely to develop competent academic English language skills:

Although students may be able to switch between two languages, they are seldom truly ___________.

Response to adults in authority, wariness of strangers, and male-female relations are all examples of _________ factors that impact assessment of students with limited English proficiency.

When students grow up in a home where two languages are spoken, ​

Describe the conundrum of assessing and qualifying a student with limited English proficiency for LD special education services. Can you think of a situation in which it possibly would be appropriate to qualify a student for LD services?

Commercially translated tests

A student will learn English as a second language more quickly if the

Cultural factors such as __________ , __________ , and __________ may inhibit rapport with the student and better testing results.

A side-by-side English/native language version of a test is an accommodation sometimes offered for ____________ testing.

Assessment in Social and Educational Contexts

Assessment and Decision-Making in Schools

Laws, Ethical Codes, and Standards

Test Scores and How to Use Them

Technical Adequacy: Reliability and Validity

Using Test Adaptations and Accommodations

Teacher-Made Tests of Achievement

Assessing Behavior Through Observation

Monitoring Student Progress Toward Instructional Goals

Managing Classroom Assessment

Response to Intervention Rti and a Multi-Tiered System of Supports Mtss

How to Evaluate a Test

Assessment of Academic Achievement With Multi-Skill Devices

Using Diagnostic Reading Measures

Using Diagnostic Mathematics Measures

Using Measures of Written Language

Using Measures of Intelligence

Using Measures of Social and Emotional Behavior

Making Instructional Decisions

Making Special Education Eligibility Decisions

Making Decisions About Participation in Accountability Programs

Collaborative Team Decision-Making

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Denial is frequently accompanied by _ (the examiner believes the student's social language indicates sufficient academic language) or (the examiner's supervisor insists that the student be tested).

When students grow up in a home where two languages are spoken,

Cultural factors such as , , and __ may inhibit rapport with the student and better testing results.