Abstract: This session aims to provide bilingual S-E SLP’s with a historical perspective of the evolution of bilingual speech and language pathology services over the last 20 years. Current research practices will be provided for both the assessment and treatment of speech and language disorders of Latinx populations.
Description: Bilingual Spanish-English (S-E) Speech Language Pathologists are among some of the most highly sought-after clinicians in the field across the state of Texas. They are uniquely qualified to provide individualized speech services in both Spanish and English for the ever-growing populations of Latinx students across the state. Over the last 20 years special education legislation services which include speech language pathology services have changed dramatically to meet the needs of these special populations to provide more equitable and inclusive practices.
The purpose of this session is to provide bilingual S-E SLP’s with a historical perspective of the evolution of bilingual speech and language pathology services over the last 20 years. In providing some insight into to the evolution of the impact of legislation from the NCLB Act [2003] to the new Every Student Succeeds Act [2015] the speaker hopes to highlight some of the inconsistencies in the research focused on these specific populations with respect to language of instruction.
This session aims to provide current inclusive research practices which take into consideration language of instruction and more equitable practices for S-E Dual Language Learners in the public-school settings. Current research practices will be provided for both the assessment and treatment of speech and language disorders of Latinx populations.
Presentation Format & Methods: Power Point and Interactive Lecture
Supporting Research: Reference 1: Wackerle-Hollman, A. K., Duran, L. K., & Miranda, A. (2020). Early literacy skill growth in Spanish-speaking children with and at risk for disabilities in early childhood. Topics in Early Childhood Special Education, 40, 24-38. doi: 10.1177/0271121420906469
Supporting Research: Reference 2: No Child Left Behind (NCLB) Act of 2001, 20 U.S.C.A. § 6301 et seq. (West 2003)
Supporting Research: Reference 3: Every Student Succeeds Act (ESSA) Act of 2015
Supporting Research: Reference 4: Thompson-Linan, S., Cirino, P. T., & Vaughn, S. (2007). Determining English language learners’ response to intervention: questions and some answers. Learning Disability Quarterly, 30, 185-195.
Supporting Research: Reference 5:
Learning Objectives:
Describe the historical timeline for the evaluation of bilingual speech therapy services as outlined in public schools from the NCLB Act to the current legislation outlined by ESSA.
provide the most current research-based practices in the assessment of speech and language disorders for bilingual Spanish-English Dual Language Learners.
provide the most current research-based practices in the treatment of speech and language disorders for bilingual Spanish-English Dual Language Learners.