Welcome to the InfoSci Platform
Culturally Attuned Assessment and Identification Practices in the 21st Century

Culturally Attuned Assessment and Identification Practices in the 21st Century

Wendy Gonzales, Gerardo Moreno
Copyright: © 2022 |Pages: 30
ISBN13: 9781799890430|ISBN10: 1799890430|ISBN13 Softcover: 9781799890447|EISBN13: 9781799890454
DOI: 10.4018/978-1-7998-9043-0.ch003
Cite Chapter Cite Chapter

MLA

Gonzales, Wendy, and Gerardo Moreno. "Culturally Attuned Assessment and Identification Practices in the 21st Century." Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, IGI Global, 2022, pp. 51-80. https://doi.org/10.4018/978-1-7998-9043-0.ch003

APA

Gonzales, W. & Moreno, G. (2022). Culturally Attuned Assessment and Identification Practices in the 21st Century. In G. Colόn & T. Alsace (Eds.), Bilingual Special Education for the 21st Century: A New Interface (pp. 51-80). IGI Global. https://doi.org/10.4018/978-1-7998-9043-0.ch003

Chicago

Gonzales, Wendy, and Gerardo Moreno. "Culturally Attuned Assessment and Identification Practices in the 21st Century." In Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, 51-80. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9043-0.ch003

Export Reference

Mendeley
Favorite

Abstract

Recent data indicates the growing diversity rift between student populations and teaching faculty as over 86% of current faculty are White, female, and under 40 years of age. This rift presents challenges to new teachers attempting to meet the needs of diverse students, including the delivery of rigorous academic content to individuals who are emerging bilinguals, designing appropriate supports to address challenging behaviors, and distinguishing cultural/linguistic differences from genuine disability indicators in struggling students. This chapter will review the establishment of the special education system and examine outcomes associated with traditional assessment practices, discuss the conceptualization of disability categories under federal legislation, and offer recommendations teachers can implement to better understand and address learning/behavioral needs in diverse populations.

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.