Guilty until Proven Innocent: Evaluating Culturally and Linguistically Diverse Learners for Special Education - 29609
Evidence might suggest that the future is unclear for students identified as CLDs. In addition to having among the highest dropout rates and retention rates of all youth, other influences from society affect their educational experiences. These factors include the availability of appropriate language supports and limited understanding from educators and evaluation staff on how to discern cultural/language differences and actual disabilities. This session will present an overview of the characteristics of diverse learners and students with disabilities who need additional support to make adequate progress in the general education environment.
Schedule & Location
Diagnosticians, LSSP (Licensed Specialist in School Psychology), Dyslexia Interventionist, Psychologists, Speech Therapists, Teacher - Special Education
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This session has been closed for other reasons.
Offered Again On
- ARD 101 - Virtual
- Developmental Indicators for the Assessment of Learning, Fourth Edition (DIAL-4)
- Lead Diagnostician Collaborative
- New Educational Diagnostician Academy - Cohort
- Overview of In-Home Training/Parent Training and the AU Supplement
- Prior Written Notice - Virtual
- Special Education Informed Consent: Legal Requirements and Best Practice - Virtual
- Standards-Based Individualized Education Program (IEP) Process: Implications for Evaluation Personnel - Virtual
- Transition and Admission, Review, and Dismissal (ARD) Committee Meetings - Virtual
- Triangulating Data in the Full and Individual Evaluation: Telling the Student's Story - Virtual