Volume 14, Number 1, Spring 2019

Culturally Responsive Evaluation Practices of North Carolina Speech Language Pathologists

AUTHOR(S):

  • Mariam M. Abdelaziz, M.A., CCC-SLP, Department of Communication Sciences and Disorders, University of North Carolina at Greensboro, Greensboro, NC, USA
  • Robert Mayo, Ph.D., CCC-SLP, Department of Communication Sciences and Disorders, University of North Carolina at Greensboro, Greensboro, NC, USA

ABSTRACT

Social, behavioral, and educational research has begun to examine the evaluation of diverse individuals and programs using culturally responsive evaluation (CRE) theoretical framework. A survey of North Carolina speech-language pathologists (SLPs) was conducted to examine their assessment practices with English language learners (ELLs) in the context of CRE theory as well as their confidence assessing ELLs and their academic experiences. Findings indicate that NC SLPs are using more mixed-method evaluation approaches with ELLs, however, they are not using culturally responsive assessment procedures consistently with non-native English-speaking students. Further, the majority of respondents report not feeling confident in assessing ELLs, nor do they feel that their academic experiences prepared them to assess ELLs.

DOI:

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