Affiliation:
1. The University of New Mexico, Albuquerque, USA
Abstract
The use of alternate English language proficiency (Alt-ELP) assessments is an emerging phenomenon with real-life consequences for students with complex support needs from language minority homes. Our examination of U.S. state practices during the 2017–2018 academic year for the identification of English learners (ELs) with complex support needs revealed that only 36 states and the District of Columbia used an Alt-ELP assessment. In addition, some states provided criteria for students to exit EL services, but others did not report or have established redesignation criteria. We found that a wide range of redesignation criteria were adopted by states, revealing a lack of consensus about what constitutes ELP for students with complex support needs. These data suggested substantial challenges remain in developing and implementing Alt-ELP assessments.
Subject
Public Health, Environmental and Occupational Health,General Health Professions,Social Psychology
Reference55 articles.
1. Advancing ALTELLA. (n.d.). About. https://advancingaltella.org/about/
2. American Association on Intellectual and Developmental Disabilities. (n.d.). Definition of intellectual disability. https://www.aaidd.org/intellectual-disability/definition
3. Beauchamp M. L. H., MacLeod A. A. N. (2017). Bilingualism in children with autism spectrum disorder: Making evidence based recommendations. Canadian Psychology, 58(3), 250–262. http://doi.org/10.1037/cap0000122
4. Casteñeda v. Pickard, 648 F. 2d 989 (1981). https://casetext.com/case/castaneda-v-pickard
5. Christensen L. L., Gholson M. L., Shyyan V. V. (2018). Establishing a definition of English learners with significant cognitive disabilities (ALTELLA Brief No. 1). Alternate English Language Learning Assessment Project. http://altella.wceruw.org/resources.html
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献