How Do School Psychologists Overcome Language Differences When Assessing Students Who Have Limited English Proficiency? : A Survey of School Psychologists and Their Current Practices

Author

Derek J. Eccles, Fort Hays State University

Document Type

Thesis - campus only access

DOI

10.58809/AJCL3605

Date of Award

Summer 2006

Degree Name

Education Specialist (Ed.S)

Department

Advanced Education Programs

Advisor

Heath Marrs

Abstract

Banter and Tollefson (2003) explored what school psychologists felt were acceptable assessment practices when working with Limited English Proficiency (LEP) students. In the current study school psychologists in Kansas were surveyed concerning their current assessment practices for LEP students. A response rate of 42.5% (N=85) was obtained. Only 29% of these school psychologists stated that they received graduate training concerning how to work with LEP students. Even though so few received training, 91% of the school psychologists who had completed LEP assessments considered their assessments to be valid. Also, in the Bainter and Tollefson (2003) study 85% of the surveyed school psychologists felt that using a bilingual school psychologist to conduct LEP assessments was always an acceptable practice. However, in the current study only 37% of the respondents stated that they had access to a bilingual school psychologist, either through their cooperative or through a contract with a nearby district to conduct the LEP assessments.

Comments

For questions contact ScholarsRepository@fhsu.edu

Recommended Citation

Eccles, Derek J., "How Do School Psychologists Overcome Language Differences When Assessing Students Who Have Limited English Proficiency? : A Survey of School Psychologists and Their Current Practices" (2006). Master's Theses. 2980.
DOI: 10.58809/AJCL3605
Available at: https://scholars.fhsu.edu/theses/2980

Rights

© 2006 Derek J. Eccles