An Assessment of Learning Disabled Bilingual Students :: Teaching Education

An Assessment of Learning Disabled Bilingual Students When plowing of the learning disabled, bilingual student, one must consider some dimensions to the issue of estimate within a particularly specialized 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 atomic number 18 Latino. This is largely the case within a interoperable context, although as the literature points out, pre-considerations must be afforded for bilingual education (students) as well as those members of the Hispanic community who reflect a variety of backgrounds, including Puerto Ricans, Dominicans, Cubans, etc. To this extent, it is the view of this author that the challenges for the bilingual, learning disabled, and special education educator are particularly complex. To begin with, it is all important(p) to look at the many variables that exist within the aforementioned components. These components include English as a Second Language (ESL), the extent 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 part 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 help 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 insight into the grandness of these relationships, stating that the most essential factor between academic achievement and scholastic performance on the part of the Hispanic child is directly related to the accomplishment of Spanish home language. He challenges an assumption by many educators that Hispanic students f rom Spanish language homes do less well in schools than Hispanic students from in the first place English speaking homes. The direction of the difference on each of ten scholastic variables indicates that students from additive bilingual homes have a conspicuous advantage when compared to counterparts from subtractive bilingual homes. The importance of this finding is highlighted to a number of conclusions, which may be constructed on the basis of the data made available (1985). Based upon personal and practical experience, it has been the observations of this author that definitive controversy and even disagreement exists and is centered around various approaches to the academic advancement of the learning disabled, bilingual student.