An Assessment of Learning Disabled Bilingual Students :: Teaching Education

An Assessment of Learning Disabled Bilingual Students When utterance of the learning alter, bilingual student, one must consider some dimensions to the uncover of assessment within a particularly specialise light. This special population reflects both the learning disabled (LD) and the bilingual student. For purposes of this discussion, it is presumed that most all members of this specialized segment are Hispanic. This is largely the case within a practicable context, although as the literature points out, pre-considerations must be afforded for bilingual education (students) as closely as those members of the Hispanic community who reflect a human body of backgrounds, including Puerto Ricans, Dominicans, Cubans, etc. To this intent, it is the view of this author that the challenges for the bilingual, learning disabled, and special education pedagogue are particularly complex. To begin with, it is important to look at the legion(predicate) variables that exist with in the aforementioned components. These components include English as a Second Language (ESL), the terminus to which Hispanic students speak English at home, the extent to which Spanish speaking students speak Spanish at home, the extent to which parents are involved or assume an active role in this overall effort, and finally the impact this has on teaching the learning disabled in a classroom setting and more specifically when employing the assistance of a translator. It is the view of this author that, too often, curriculum-based assessment is hampered with some biases, to which extent it is the aim of this author to address some of these. David P. Dolson (1985) offers us some brainwave into the importance of these relationships, stating that the most essential factor between donnish achievement and scholastic performance on the part of the Hispanic child is without delay related to the effect of Spanish home language. He challenges an assumption by many educators that Hi spanic students from Spanish language homes do less well in schools than Hispanic students from primarily English speaking homes. The direction of the digression on each of ten scholastic variables indicates that students from additive bilingual homes get hold of a conspicuous advantage when compared to counterparts from subtractive bilingual homes. The importance of this purpose is highlighted to a number of conclusions, which may be constructed on the basis of the information made available (1985). Based upon personal and practical experience, it has been the observations of this author that classical controversy and even disagreement exists and is centered around various approaches to the academic advancement of the learning disabled, bilingual student.