Working with ELL Parents - Establish Reliable Communication with Parents
The first and most important step in the testing and evaluation process is establishing reliable communication between parents and the school staff working with the child. Communication is important to the assessment and to ensure parents are well informed about the process and their rights as parents of children who may have learning disabilities. Parent involvement in the evaluation ensures:
- The parents can provide an accurate developmental and social history.
- The evaluators can discuss any questions with the parents.
- The parents can assist in gathering additional information such as medical evaluations or other assessments from resources outside of schools.
Effective parent communication can ensure that parents:
- Are aware of their educational rights under the Individuals with Disabilities Education Act.
- Are fully informed about the assessment process and its implications.
- Can make informed decisions and contribute to their children's Individual Education Program if they qualify.
Determine the Child's Current Language Abilities
The most important first step in determining the child's readiness for any type of assessment is to determine his current language development. Teachers who are trained in teaching English as a Second Language (ESL) can determine the most appropriate way to test the children's level of language development in his native language, and in English. This can be done through:
- Functional assessment using information used from interaction with the child or observation;
- Formal testing using standardized, commercially produced functional English assessments; and
- Alternate achievement measures such as criterion-referenced and authentic assessments that test basic English language skills.
Determine if Further Testing Should be Conducted
Once the child's functional language abilities are understood, examiners can determine if further testing would be appropriate for the child. It is often recommended that testing for special education should not be conducted until the child has had adequate instruction to prevent possible false results.
For non-disabled English language students, it can take three to five years to develop speaking proficiency in English. To become proficient in English to achieve well in school can take four to seven years. Consequently, it is important to consider the child's level of English proficiency before referring for a learning disability assessment. For those students who can participate in formal assessment there are several options based on the students’ language development level:
- Using nonverbal intelligence assessments such as the Comprehensive Test of Nonverbal Intelligence;
- Testing the child in his native language and in English if possible;
- Using a bilingual examiner and/or interpreter during assessment;
- Using receptive format tests for academic and intelligence skills;
- Assessing the student using an alternative method of diagnosis called Response to Intervention;
- Assessing with typical standardized assessments, with the understanding that language limitations and cultural differences may artificially lower the students' scores. When this is done, the assessments are used more for general information about the child's current level of skills and not as predictors of future learning; and
- Conducting follow-up observations and work with the child to validate assessment findings and monitor the child's needs as he progresses in instruction.
