Serving Children With Limited English Proficiency in the Schools

Abstract

A national survey of public school clinicians ( N =1,145) was conducted to assess these clinicians' services to limited English proficient (LEP) children. The main findings of the survey follow: 1. The ethnic group served most commonly by clinicians was Hispanic. 2. The type of treatment provided most frequently for LEP children was language treatment. 3. Ninety percent of the respondents did not speak a second language fluently enough to provide services in that language. 4. Approximately 76% of the respondents had no previous coursework or classes addressing services for LEP children. 5. Problems encountered most frequently by the respondents were the lack of appropriate assessment instruments and the inability to speak the languages of the children they served. In terms of continuing education topics, respondents were most interested in learning about assessment and treatment procedures for LEP children. Eighty-five percent of the respondents indicated that they felt the best service delivery model for the continuing education of LEP children was workshops offered by school districts. They also expressed interest in coursework offered by universities. Implications of the survey findings for the profession are discussed.