Ethics, Equity, and English-Language Learners: A Decision-Making Framework

Chabon, Shelly; Brown, Julie Esparza; Gildersleeve-Neumann, Christina E.

doi:10.1044/leader.ftr1.15092010.10

Cited by 9 publications

(3 citation statements)

References 6 publications

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“…Racial, cultural and linguistic diversity can impact referral rate and clinical diagnosis and create additional challenges in the diagnosis of these children (110)(111). The approach of multidisciplinary teams to the diagnosis of ASD likely strays from being culturally responsive given the demographics of team members (112). African American or Asian/Pacific Islanders are classified at approximately twice the rate as students who are American Indian/Alaskan or Hispanic (113).…”

Section: Continued Problemsmentioning

confidence: 99%

Cross Cultural Variation in the Neurodevelopmental Assessment of Children – The Cultural and Neurological to 2nd Language Acquisition and Children with Autism

Mendez¹,

Mann²,

Nelms³

et al. 2011

A Comprehensive Book on Autism Spectrum Disorders

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Section: Continued Problemsmentioning

confidence: 99%

Cross Cultural Variation in the Neurodevelopmental Assessment of Children – The Cultural and Neurological to 2nd Language Acquisition and Children with Autism

Mendez¹,

Mann²,

Nelms³

et al. 2011

A Comprehensive Book on Autism Spectrum Disorders

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“…It is vital to use converging evidence when gathering information about bilingual learners so that appropriate and objective pre-referral decisions can be made (Castilla-Earls et al 2020). This converging evidence will also assist the SLP in making diagnostic decisions if a referral is made (Chabon et al 2010). In addition, language data gathering recommendations are provided (See Flores et al 2022b for link to RELPP-BL).…”

Section: Relpp-bl Descriptionmentioning

confidence: 99%

A Preliminary Content Validity Analysis of the Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners (RELPP-BL)

Garza

Flores²,

Flores

2022

Languages

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The number of bilingual-bicultural students in the US continues to grow exponentially. With this growth, educators have an increased need for ensuring that all bilingual-bicultural students have equal language learning opportunities. It is, therefore, crucial that bilingual educators have access to valid tools that can serve as guides for determining if a speech and language referral is needed. The Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners [RELPP-BL] was developed as a data gathering tool to assist educators in the decision-making process. The purpose of this study was to explore the content validity of the RELPP-BL. The preliminary results demonstrate that the RELPP-BL is a viable, valid tool for use in the pre-referral process; it is not intended as an evaluation measure.

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“…These studies assert that although helpful, supplemental programs that are currently in place are not merely enough to adequately fund and support the needs of ELL students. Additionally, strong equityrelated arguments highlighting the critical need for more equitable educational practices (encompassing both in-and out-of-classroom contexts) to ensure that ELLs are afforded fair opportunities to master and excel at learning (Chabon, Brown, & Gildersleeve-Newmann, 2010;Rumberger & Gándara, 2004;Tung, 2013) have served as a moral imperative with topics concerning supplemental funding for ELLs. These arguments offer much insight into the role of and need for supplemental programs and provide a number of possible solutions (e.g., ensuring quality instruction, fair assessment practices, appropriate and equitable accommodation practices while at the same time valuing students' biculturalism and embracing them as bilingual individuals, leaders, and valuable contributors to the society).…”

Section: Introductionmentioning

confidence: 99%

The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners

Okhremtchouk

2017

EPAA

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Citation: Okhremtchouk, I. S. (2017). The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners. Education Policy Analysis Archives, 25(17). doi: http://dx.doi.org/10.14507/epaa.25.2819. This article is part of the special issue, Education Finance and English Language Learners: Examining Challenges and Opportunities to Improve Education Policy and Practice, Guest Edited by Oscar Jiménez-Castellanos. Abstract:One of the aims of K-12 supplemental programs is to maximize the potential for success of students who bring special needs into a classroom. Therefore, the intent behind a large majority of these additional resources is to support programs that are designed to address the needs of otherwise marginalized students by leveling the playing field. The purpose of this work is to shed light on how supplemental funds are potentially channeled from the source to the students for whom these funds are intended and whose needs these funds intend to serve. Specifically, this article draws attention to the dynamics associated with channeling practices of supplemental dollars for English language learners. This article concludes with a practical discussion to offer insights for navigating the typical channeling practices of these funding streams. Keywords: Educational finance, educational policy, ELL, language minority students, supplemental and categorical fundingThe Politics of School and Money 2 La política de las escuelas y el dinero: La conciencia sobre las prácticas para canalizar la asignación de recursos adicionales para cumplir con los estudiantes de inglés Resumen: Uno de los objetivos de los programas complementarios K-12 es maximizar el potencial de los estudiantes para el éxito que traen necesidades especiales a un salón de clases. Por lo tanto, la intención detrás de una gran mayoría de estos recursos adicionales es apoya r los programas que están diseñados para satisfacer las necesidades de los otros estudiantes marginados, nivelar el campo de juego. Este trabajo arroja luz sobre cómo los fondos adicionales se canalizan potencialmente desde la fuente a los estudiantes para los cuales se asignan estos fondos y cuyas necesidades de estos fondos están destinados a servir. En concreto, este artículo llama la atención sobre la dinámica asociada con las prácticas para la canalización de dólares adicionales para los estudiantes de habla Inglés. Este artículo concluye con una discusión práctica de ofrecer conocimientos para navegar las prácticas de plomería típicos de estas vías de financiación. Palabras clave: financiación de la educación, la política educativa, ELL, estudiantes de idiomas minoritarios, fondos adicionales y categórica A política das escolas e do dinheiro: Conscientização sobre as práticas de canalização de alocações de recursos suplementares para atender os estudentes do inglês Resumo: Um dos objetivos dos programas complementares K-12 é maximizar o potencial de sucesso dos alunos que trazem necessidades...

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Ethics, Equity, and English-Language Learners: A Decision-Making Framework

Cited by 9 publications

References 6 publications

Cross Cultural Variation in the Neurodevelopmental Assessment of Children – The Cultural and Neurological to 2nd Language Acquisition and Children with Autism

Cross Cultural Variation in the Neurodevelopmental Assessment of Children – The Cultural and Neurological to 2nd Language Acquisition and Children with Autism

A Preliminary Content Validity Analysis of the Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners (RELPP-BL)

The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners

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