This book addresses the general and special education needs of emergent bilingual students from intervention that supports their academic and social-emotional needs to assessment for special education services. It provides contextual information about emergent bilingual students’ opportunities for academic success and language development. The book describes the application of a culturally and linguistically responsive multitiered system of supports (MTSS), including specialized considerations related to their literacy /language and math needs and the importance of culturally adapted behavioral, social-emotional, and academic interventions. In addition, the book offers guidance on the evaluation process for special education and related services, including considerations for differentiating language, culture, and disability across various eligibility categories, such as speech and language impairment, specific learning disability, intellectual disability, and autism. It also discusses opportunities for collaboration with families, speech-language pathologists, and interpreters during the assessment and intervention processes. Key areas of coverage include: ·       The educational experiences and needs of emergent bilingual students.·       Implementing a multitiered system of supports (MTSS) with culturally adapted interventions.·       Using culturally responsive assessment practices to differentiate between language differences and disability. Culturally and Linguistically Responsive Intervention and Assessment Practices with Emergent Bilingual Students is a must-have resource for professionals, clinicians, and educational and behavioral health therapists as well as graduate students, researchers, and professors in school psychology, teacher and teaching education, speech-language pathology, bilingual education, clinical child psychology, developmental psychology, clinical social work, public health, school counseling, and all interrelated disciplines.

Culturally and Linguistically Responsive Intervention and Assessment Practices with Emergent Bilingual Students

书籍
发表日期：

2025年

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摘要

This book addresses the general and special education needs of emergent bilingual students from intervention that supports their academic and social-emotional needs to assessment for special education services. It provides contextual information about emergent bilingual students’ opportunities for academic success and language development. The book describes the application of a culturally and linguistically responsive multitiered system of supports (MTSS), including specialized considerations related to their literacy /language and math needs and the importance of culturally adapted behavioral, social-emotional, and academic interventions. In addition, the book offers guidance on the evaluation process for special education and related services, including considerations for differentiating language, culture, and disability across various eligibility categories, such as speech and language impairment, specific learning disability, intellectual disability, and autism. It also discusses opportunities for collaboration with families, speech-language pathologists, and interpreters during the assessment and intervention processes.

Key areas of coverage include:

· The educational experiences and needs of emergent bilingual students.

· Implementing a multitiered system of supports (MTSS) with culturally adapted interventions.

· Using culturally responsive assessment practices to differentiate between language differences and disability.

Culturally and Linguistically Responsive Intervention and Assessment Practices with Emergent Bilingual Students is a must-have resource for professionals, clinicians, and educational and behavioral health therapists as well as graduate students, researchers, and professors in school psychology, teacher and teaching education, speech-language pathology, bilingual education, clinical child psychology, developmental psychology, clinical social work, public health, school counseling, and all interrelated disciplines.