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A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse

A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse

Reid Taylor, Carol Fleres
Copyright: © 2019 |Pages: 20
ISBN13: 9781522582830|ISBN10: 1522582835|EISBN13: 9781522582847
DOI: 10.4018/978-1-5225-8283-0.ch003
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MLA

Taylor, Reid, and Carol Fleres. "A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse." Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, edited by Grace Onchwari and Jared Keengwe, IGI Global, 2019, pp. 46-65. https://doi.org/10.4018/978-1-5225-8283-0.ch003

APA

Taylor, R. & Fleres, C. (2019). A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse. In G. Onchwari & J. Keengwe (Eds.), Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners (pp. 46-65). IGI Global. https://doi.org/10.4018/978-1-5225-8283-0.ch003

Chicago

Taylor, Reid, and Carol Fleres. "A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, edited by Grace Onchwari and Jared Keengwe, 46-65. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8283-0.ch003

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Abstract

Well prepared educators are essential to the identification and delivery of services to students who have disabilities, most especially when it comes to students who are culturally and linguistically diverse (C/LD). Professionals must be aware of the requirements in IDEIA and assure that multiple and appropriate assessments are used in determining whether C/LD students are, in fact, disabled before being assigned to special education. This chapter identifies current issues such as the under and over identification of certain students who are C/LD in special education, second language acquisition, and the evaluation of children whose primary language is not English. It is a tool to assist professionals in assessing students who are C/LD and in educating families and guiding them to advocate for the provision of supported interventions in general education, appropriate assessment, and educational planning. Recommendations for advocating for students who are C/LD are presented and discussed.

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