In session 6 we will explore the implication of bilingualism on cognitive functioning. Due to school closures caused by the pandemic traditional special education evaluations were impacted. We will be discussing steps taken by the New York City Public Schools to support clinicians' in completing non traditional special education evaluations through the introduction of the Comprehensive Data Driven Assessment (CDDA). We will discuss translation and adaptation issues, as well as the integration of formal and informal methods.
We will begin with a quiz on the assigned reading on Blackboard and then discuss the material and engage in activities.
Remote School Based IEP Team Functions
National Association of School Psychologists SLD
DUE: March 12th
Language Proficiency Data Worksheet
HW:
Sample report analysis
1. What are differences between monolinguals and bilingualism regarding language proficiency and metalinguistic abilities?
2. Does bilingualism affect early reading?
3. What is the impact of bilingualism and executive control abilities?
4. What about bilingualism in older adults?
5. Does the CDDA suffice the need to collect information for a psycho-educational?
6. Do you feel full cognitive batteries standards are still representative of students abilities upon their return to in person school?