The Preassessment Process for English Learners With Potential Language Impairment: Best Practices for Public School Professionals

The Preassessment Process for English Learners With Potential Language Impairment: Best Practices for Public School Professionals

Celeste Roseberry-McKibbin
ISBN13: 9781799822615|ISBN10: 1799822613|ISBN13 Softcover: 9781799822622|EISBN13: 9781799822639
DOI: 10.4018/978-1-7998-2261-5.ch001
Cite Chapter Cite Chapter

MLA

Roseberry-McKibbin, Celeste. "The Preassessment Process for English Learners With Potential Language Impairment: Best Practices for Public School Professionals." Cases on Communication Disorders in Culturally Diverse Populations, edited by Diane M. Scott, IGI Global, 2020, pp. 1-18. https://doi.org/10.4018/978-1-7998-2261-5.ch001

APA

Roseberry-McKibbin, C. (2020). The Preassessment Process for English Learners With Potential Language Impairment: Best Practices for Public School Professionals. In D. Scott (Ed.), Cases on Communication Disorders in Culturally Diverse Populations (pp. 1-18). IGI Global. https://doi.org/10.4018/978-1-7998-2261-5.ch001

Chicago

Roseberry-McKibbin, Celeste. "The Preassessment Process for English Learners With Potential Language Impairment: Best Practices for Public School Professionals." In Cases on Communication Disorders in Culturally Diverse Populations, edited by Diane M. Scott, 1-18. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2261-5.ch001

Export Reference

Mendeley
Favorite

Abstract

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.