Re: Today's Meeting - Touching Base
by Burke, Mack
Thanks- I will work on a ppt and asked Lisa S to help include some information on coaching for them as well- will work on it together and send out to the group for review. Since you, Virginia, and Kristen did the heavy lifting on the University PD- let me see what we can come up with for this one. That Dr. Boon- always missing important meetings…MDB
From: Perrott, Lisa J <lbperrott(a)tamu.edu>
Date: Tuesday, March 5, 2024 at 9:50 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Cc: Perrott, Lisa J <lbperrott(a)tamu.edu>
Subject: Today's Meeting - Touching Base
Good morning all,
We have candidate interviews for our program this week, so I may not be able to make today's meeting. I'll try to join for at least part of it - I hope I can.
Quick updates:
We were able to confirm our PD with New Caney's MTSS Specialists on March 22nd from 1:00-4:00. Dr. Burke can share the address (near Houston).
Dr. Boon is on the road re recruiting for their program today.
Lisa Bowman-Perrott, Ph.D.
Associate Professor
Haynes Faculty Fellow
Department of Educational Psychology
Special Education Division
Texas A&M University
College Station, TX 77843-4225
(979) 862-3879 (office)
(979) 862-1256 (fax)
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Monday, March 4, 2024 3:20 PM
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.leer] More to consider on Els and Disability
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract- Language Barriers in Assessing Immigrant Students Referred for Special Education Anna Zouganeli
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Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract-
Language Barriers in Assessing Immigrant Students Referred for Special Education
Anna Zouganeli a and Dimitris Anastasiou b*
a University of Nicosia, Cyprus & Ministry of Education, Greece
b Southern Illinois University Carbondale, USA
Correspondence: Dimitris Anastasiou, School of Education, Southern Illinois University Carbondale, Mail Code 4618, Carbondale, IL 62901. Email: anastasiou(a)siu.edu
Dimitris Anastasiou is a Professor of Special Education at Southern Illinois University Carbondale. https://orcid.org/0000-0002-4840-1693
Anna Zouganeli is a Collaborating Faculty of the University of Nicosia, Cyprus, and a School Coordinator for Elementary Education at the 4th Regional Directorate of Athens, Ministry of Education Greece. https://orcid.org/0000-0002-2391-0192
We have no known conflict of interest to disclose.
Abstract
This study investigates the challenges posed by language barriers in assessing immigrant students, whose primary language is not Greek, referred for special education. We surveyed 194 professionals comprising 127 special education teachers in resource rooms and co-teaching school settings, and 67 specialists (i.e., school psychologists) in specialized diagnostic units (KEDASYs). We found that between one-quarter and half of the participants across preschool, elementary, and secondary education levels were unaware of specific criteria employed to assess the Greek language proficiency of immigrant students. Most special education teachers and KEDASY specialists did not use appropriate standardised tests to evaluate immigrant students’ cognitive, academic, and behavioural performance. Furthermore, Greek was the dominant language of communication utilized among immigrant students and their families in the assessment process. Challenges in assessment methods and limited services in communication with immigrant students and their families may create barriers, potentially disadvantaging them within the Greek education system.
Keywords: immigrant students; diagnostic services; assessment methods; language competence; language of communication; language barriers
From the introduction:
Migration is a global phenomenon that significantly impacts societies today (Pew Research Centre, 2019). In 2017, the immigrant population in Greece was estimated at 1,220,395, comprising 10.9% of the population. This figure marked a twofold increase from the 618,139 immigrants (6.0% of the population) recorded in 1990 (United Nations, DESA, 2017). The largest immigrant group (over 50%) was Albanian (OECD, 2018). The two migrant and refugee crises in Greece in 2015 and 2019, which mainly involved immigrants from countries affected by violence and conflict – including Syria, Afghanistan, and Iraq – highlighted the imperative of providing quality education to immigrant students (OECD, 2019).
Much of the issues about ELs is really world wide- especially with migration and globalization and all the challenges and potential opportunities it brings. Dimitris is focused on Greek language acquisition, our colleagues in Germany have focused on acculturation and German language acquisition issues with their PBIS project. And our potential partners in Ecuador focused on the number of non-Spanish speakers- so then it becomes about Spanish language acquisition- and then- how do you figure out the disability piece- and then thinking about how much of an overlap there is between language and the different types of disabilities- LD, speech and hearing impairments, Autism is considered a communication related disorder by many, and even EBD there are several reviews about social communication, social skills, and anti-social behavior.
Also- one the things that keeps coming up are “best practices” for identifying students with disabilities who are English learners. I asked Cameron and Virginia to put together 3-5 slides around best practices to insert into PD and we can expand on later- given the special and bilingual cert that was passed in Texas- my guess there will be more interest as that gets rolled out. We can add that on the agenda after spring break
…remembering I am more focused on the behavior/EBD part- concerned that students that don’t “acculturate” or whatever term you like- end up in trouble and start down the developmental antisocial behavior pattern pathway and cycle that was originally described by Gerry Patterson- so we have to rely on the expertise of the A&M folks! But we should look at the literature at some point on how acculturation impacts anti-social behavior, disability and mental health- at least enough to understand the issues.
https://psycnet.apa.org/record/1989-26278-001<https://urldefense.com/v3/__https://psycnet.apa.org/record/1989-26278-001...>
https://psycnet.apa.org/record/1998-07542-005<https://urldefense.com/v3/__https://psycnet.apa.org/record/1998-07542-005...>
https://www.parentingforbrain.com/coercive-parenting/<https://urldefense.com/v3/__https://www.parentingforbrain.com/coercive-pa...>
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
8 months, 3 weeks
Action Items 3/5/24
by Reynolds, Virginia
The meeting notes from today are in the Dropbox folder. Here are the action items:
Action Items:
* Dr. Sanchez will send Badar-Kauffman flight info to Virginia
* Virginia will send Badar-Kauffman flight info to Dr. Burke
* Link LEER website under BCDD, embedded within the BCDD website
* Dr. Padilla will get population statistics from University High School (what languages are spoken, numbers, etc.)
* Dr. Padilla will work on getting a meeting with University High School
* We will all review the CWPT manual for our next meeting to provide feedback and have a discussion.
* We will all review the New Caney ISD documents to provide ideas and questions for the PD on the 22nd.
* Cameron and Virginia will review the research on best practices for assessment for EB students to prepare slides for the New Caney ISD PD.
Virginia Reynolds, M. Ed.
Doctoral Student, School Psychology
School of Education
Baylor University
8 months, 3 weeks
Re: Today's Meeting - Touching Base
by EBONI BAILEY BONAITI
Good morning to all.
I will be in attendance, but will have to leave at 11.
Regards,
On Tue, Mar 5, 2024 at 10:05 AM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
> I am just about to log in- MDB From: Eslami, Zohreh R. <zeslami@ tamu.
> edu> Date: Tuesday, March 5, 2024 at 10: 01 AM To: Celeste Martinez
> <celeste. martinez2@ my. utsa. edu>, Perrott, Lisa J <lbperrott@ tamu.
> edu>, Burke, Mack <Mack_Burke@ baylor. edu>,
> ZjQcmQRYFpfptBannerStart
> This Message Is From an External Sender
> This message came from outside your organization.
>
> ZjQcmQRYFpfptBannerEnd
>
> I am just about to log in- MDB
>
>
>
> *From: *Eslami, Zohreh R. <zeslami(a)tamu.edu>
> *Date: *Tuesday, March 5, 2024 at 10:01 AM
> *To: *Celeste Martinez <celeste.martinez2(a)my.utsa.edu>, Perrott, Lisa J <
> lbperrott(a)tamu.edu>, Burke, Mack <Mack_Burke(a)baylor.edu>,
> project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
> *Subject: *RE: Today's Meeting - Touching Base
>
> Hi All,
>
> I am on zoom and can’t see anyone.
>
> Is the meeting in place?
>
> Best
>
> Zohreh
>
>
>
> *Dr. Eslami*
>
>
>
> *From:* Celeste Martinez <celeste.martinez2(a)my.utsa.edu>
> *Sent:* Tuesday, March 5, 2024 9:56 AM
> *To:* Perrott, Lisa J <lbperrott(a)tamu.edu>; mack_burke(a)baylor.edu;
> project.leer(a)lists.it.utsa.edu
> *Subject:* [Project.leer] Re: Today's Meeting - Touching Base
>
>
>
> Hi all, I won't be able to make it to today's meeting either- sorry about
> that! Sincerely, Celeste Martinez | M. Ed, Cultural Studies in Education
> Culture, Language & Literacy Ph. D program Project Diverse Scholar From:
> Perrott, Lisa J <lbperrott@ tamu. edu>
>
> ZjQcmQRYFpfptBannerStart
>
> *This Message Is From an External Sender *
>
> This message came from outside your organization.
>
> ZjQcmQRYFpfptBannerEnd
>
> Hi all,
>
>
>
> I won't be able to make it to today's meeting either- sorry about that!
>
>
>
> Sincerely,
>
>
>
> Celeste Martinez | M.Ed, Cultural Studies in Education
>
> Culture, Language & Literacy Ph.D program
>
> Project Diverse Scholar
> ------------------------------
>
> *From:* Perrott, Lisa J <lbperrott(a)tamu.edu>
> *Sent:* Tuesday, March 5, 2024 9:50 AM
> *To:* Burke, Mack <Mack_Burke(a)baylor.edu>; project.leer(a)lists.it.utsa.edu
> <project.leer(a)lists.it.utsa.edu>
> *Cc:* Perrott, Lisa J <lbperrott(a)tamu.edu>
> *Subject:* [Project.leer] Today's Meeting - Touching Base
>
>
>
> Good morning all,
>
>
>
> We have candidate interviews for our program this week, so I may not be
> able to make today's meeting. I'll try to join for at least part of it - I
> hope I can.
>
>
>
> Quick updates:
>
>
>
> We were able to confirm our PD with New Caney's MTSS Specialists on March
> 22nd from 1:00-4:00. Dr. Burke can share the address (near Houston).
>
>
>
> Dr. Boon is on the road re recruiting for their program today.
>
>
>
>
>
>
>
> Lisa Bowman-Perrott, Ph.D.
>
> Associate Professor
>
> Haynes Faculty Fellow
>
> Department of Educational Psychology
>
> Special Education Division
>
> Texas A&M University
>
> College Station, TX 77843-4225
>
> (979) 862-3879 (office)
>
> (979) 862-1256 (fax)
>
>
> ------------------------------
>
> *From:* Burke, Mack <Mack_Burke(a)baylor.edu>
> *Sent:* Monday, March 4, 2024 3:20 PM
> *To:* project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
> *Subject:* [Project.leer] More to consider on Els and Disability
>
>
>
> Dr. Anastasiou sent me a copy of a paper he and his previous doctoral
> student submitted- I’ll pass along when published. But here is the
> abstract- Language Barriers in Assessing Immigrant Students Referred for
> Special Education Anna Zouganeli
>
> ZjQcmQRYFpfptBannerStart
>
> *This Message Is From an External Sender *
>
> This message came from outside your organization.
>
>
>
> ZjQcmQRYFpfptBannerEnd
>
> Dr. Anastasiou sent me a copy of a paper he and his previous doctoral
> student submitted- I’ll pass along when published. But here is the
> abstract-
>
>
>
>
>
>
>
> Language Barriers in Assessing Immigrant Students Referred for Special
> Education
>
>
>
> Anna Zouganeli a and Dimitris Anastasiou b*
>
> a University of Nicosia, Cyprus & Ministry of Education, Greece
>
> b Southern Illinois University Carbondale, USA
>
> Correspondence: Dimitris Anastasiou, School of Education, Southern
> Illinois University Carbondale, Mail Code 4618, Carbondale, IL 62901.
> Email: anastasiou(a)siu.edu
>
> Dimitris Anastasiou is a Professor of Special Education at Southern
> Illinois University Carbondale. https://orcid.org/0000-0002-4840-1693
> <https://urldefense.com/v3/__https://orcid.org/0000-0002-4840-1693__;!!KwN...>
>
>
> Anna Zouganeli is a Collaborating Faculty of the University of Nicosia,
> Cyprus, and a School Coordinator for Elementary Education at the 4th
> Regional Directorate of Athens, Ministry of Education Greece.
> https://orcid.org/0000-0002-2391-0192
> <https://urldefense.com/v3/__https://orcid.org/0000-0002-2391-0192__;!!KwN...>
>
>
>
> We have no known conflict of interest to disclose.
>
>
>
>
>
> Abstract
>
> This study investigates the challenges posed by language barriers in
> assessing immigrant students, whose primary language is not Greek, referred
> for special education. We surveyed 194 professionals comprising 127 special
> education teachers in resource rooms and co-teaching school settings, and
> 67 specialists (i.e., school psychologists) in specialized diagnostic units
> (KEDASYs). We found that between one-quarter and half of the participants
> across preschool, elementary, and secondary education levels were unaware
> of specific criteria employed to assess the Greek language proficiency of
> immigrant students. Most special education teachers and KEDASY specialists
> did not use appropriate standardised tests to evaluate immigrant students’
> cognitive, academic, and behavioural performance. Furthermore, Greek was
> the dominant language of communication utilized among immigrant students
> and their families in the assessment process. Challenges in assessment
> methods and limited services in communication with immigrant students and
> their families may create barriers, potentially disadvantaging them within
> the Greek education system.
>
>
>
> Keywords: immigrant students; diagnostic services; assessment methods;
> language competence; language of communication; language barriers
>
>
>
>
>
> From the introduction:
>
>
>
> Migration is a global phenomenon that significantly impacts societies
> today (Pew Research Centre, 2019). In 2017, the immigrant population in
> Greece was estimated at 1,220,395, comprising 10.9% of the population. This
> figure marked a twofold increase from the 618,139 immigrants (6.0% of the
> population) recorded in 1990 (United Nations, DESA, 2017). The largest
> immigrant group (over 50%) was Albanian (OECD, 2018). The two migrant and
> refugee crises in Greece in 2015 and 2019, which mainly involved immigrants
> from countries affected by violence and conflict – including Syria,
> Afghanistan, and Iraq – highlighted the imperative of providing quality
> education to immigrant students (OECD, 2019).
>
>
>
>
>
>
>
>
>
> Much of the issues about ELs is really world wide- especially with
> migration and globalization and all the challenges and potential
> opportunities it brings. Dimitris is focused on Greek language acquisition,
> our colleagues in Germany have focused on acculturation and German language
> acquisition issues with their PBIS project. And our potential partners in
> Ecuador focused on the number of non-Spanish speakers- so then it becomes
> about Spanish language acquisition- and then- how do you figure out the
> disability piece- and then thinking about how much of an overlap there is
> between language and the different types of disabilities- LD, speech and
> hearing impairments, Autism is considered a communication related disorder
> by many, and even EBD there are several reviews about social communication,
> social skills, and anti-social behavior.
>
>
>
>
>
> Also- one the things that keeps coming up are “best practices” for
> identifying students with disabilities who are English learners. I asked
> Cameron and Virginia to put together 3-5 slides around best practices to
> insert into PD and we can expand on later- given the special and bilingual
> cert that was passed in Texas- my guess there will be more interest as that
> gets rolled out. We can add that on the agenda after spring break
>
>
>
> …remembering I am more focused on the behavior/EBD part- concerned that
> students that don’t “acculturate” or whatever term you like- end up in
> trouble and start down the developmental antisocial behavior pattern
> pathway and cycle that was originally described by Gerry Patterson- so we
> have to rely on the expertise of the A&M folks! But we should look at the
> literature at some point on how acculturation impacts anti-social behavior,
> disability and mental health- at least enough to understand the issues.
>
>
>
> https://psycnet.apa.org/record/1989-26278-001
> <https://urldefense.com/v3/__https:/psycnet.apa.org/record/1989-26278-001_...>
>
> https://psycnet.apa.org/record/1998-07542-005
> <https://urldefense.com/v3/__https:/psycnet.apa.org/record/1998-07542-005_...>
>
> https://www.parentingforbrain.com/coercive-parenting/
> <https://urldefense.com/v3/__https:/www.parentingforbrain.com/coercive-par...>
>
>
>
>
>
> MDB
>
>
>
>
>
> Mack D. Burke, Ph.D.
>
> Department of Educational Psychology
>
> Applied Behavior Analysis and Special Education Programs
>
> Behavioral Education & Assessment Research (BEAR Lab)
>
> School of Education, Baylor University
>
>
> _______________________________________________
> Project LEER mailing list -- project.leer(a)lists.it.utsa.edu
> To unsubscribe send an email to project.leer-leave(a)lists.it.utsa.edu
>
8 months, 3 weeks
Re: Today's Meeting - Touching Base
by Burke, Mack
I am just about to log in- MDB
From: Eslami, Zohreh R. <zeslami(a)tamu.edu>
Date: Tuesday, March 5, 2024 at 10:01 AM
To: Celeste Martinez <celeste.martinez2(a)my.utsa.edu>, Perrott, Lisa J <lbperrott(a)tamu.edu>, Burke, Mack <Mack_Burke(a)baylor.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: RE: Today's Meeting - Touching Base
Hi All,
I am on zoom and can’t see anyone.
Is the meeting in place?
Best
Zohreh
Dr. Eslami
From: Celeste Martinez <celeste.martinez2(a)my.utsa.edu>
Sent: Tuesday, March 5, 2024 9:56 AM
To: Perrott, Lisa J <lbperrott(a)tamu.edu>; mack_burke(a)baylor.edu; project.leer(a)lists.it.utsa.edu
Subject: [Project.leer] Re: Today's Meeting - Touching Base
Hi all, I won't be able to make it to today's meeting either- sorry about that! Sincerely, Celeste Martinez | M. Ed, Cultural Studies in Education Culture, Language & Literacy Ph. D program Project Diverse Scholar From: Perrott, Lisa J <lbperrott@ tamu. edu>
ZjQcmQRYFpfptBannerStart
This Message Is From an External Sender
This message came from outside your organization.
ZjQcmQRYFpfptBannerEnd
Hi all,
I won't be able to make it to today's meeting either- sorry about that!
Sincerely,
Celeste Martinez | M.Ed, Cultural Studies in Education
Culture, Language & Literacy Ph.D program
Project Diverse Scholar
________________________________
From: Perrott, Lisa J <lbperrott(a)tamu.edu<mailto:lbperrott@tamu.edu>>
Sent: Tuesday, March 5, 2024 9:50 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu<mailto:Mack_Burke@baylor.edu>>; project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu> <project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu>>
Cc: Perrott, Lisa J <lbperrott(a)tamu.edu<mailto:lbperrott@tamu.edu>>
Subject: [Project.leer] Today's Meeting - Touching Base
Good morning all,
We have candidate interviews for our program this week, so I may not be able to make today's meeting. I'll try to join for at least part of it - I hope I can.
Quick updates:
We were able to confirm our PD with New Caney's MTSS Specialists on March 22nd from 1:00-4:00. Dr. Burke can share the address (near Houston).
Dr. Boon is on the road re recruiting for their program today.
Lisa Bowman-Perrott, Ph.D.
Associate Professor
Haynes Faculty Fellow
Department of Educational Psychology
Special Education Division
Texas A&M University
College Station, TX 77843-4225
(979) 862-3879 (office)
(979) 862-1256 (fax)
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu<mailto:Mack_Burke@baylor.edu>>
Sent: Monday, March 4, 2024 3:20 PM
To: project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu> <project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu>>
Subject: [Project.leer] More to consider on Els and Disability
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract- Language Barriers in Assessing Immigrant Students Referred for Special Education Anna Zouganeli
ZjQcmQRYFpfptBannerStart
This Message Is From an External Sender
This message came from outside your organization.
ZjQcmQRYFpfptBannerEnd
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract-
Language Barriers in Assessing Immigrant Students Referred for Special Education
Anna Zouganeli a and Dimitris Anastasiou b*
a University of Nicosia, Cyprus & Ministry of Education, Greece
b Southern Illinois University Carbondale, USA
Correspondence: Dimitris Anastasiou, School of Education, Southern Illinois University Carbondale, Mail Code 4618, Carbondale, IL 62901. Email: anastasiou(a)siu.edu<mailto:anastasiou@siu.edu>
Dimitris Anastasiou is a Professor of Special Education at Southern Illinois University Carbondale. https://orcid.org/0000-0002-4840-1693
Anna Zouganeli is a Collaborating Faculty of the University of Nicosia, Cyprus, and a School Coordinator for Elementary Education at the 4th Regional Directorate of Athens, Ministry of Education Greece. https://orcid.org/0000-0002-2391-0192
We have no known conflict of interest to disclose.
Abstract
This study investigates the challenges posed by language barriers in assessing immigrant students, whose primary language is not Greek, referred for special education. We surveyed 194 professionals comprising 127 special education teachers in resource rooms and co-teaching school settings, and 67 specialists (i.e., school psychologists) in specialized diagnostic units (KEDASYs). We found that between one-quarter and half of the participants across preschool, elementary, and secondary education levels were unaware of specific criteria employed to assess the Greek language proficiency of immigrant students. Most special education teachers and KEDASY specialists did not use appropriate standardised tests to evaluate immigrant students’ cognitive, academic, and behavioural performance. Furthermore, Greek was the dominant language of communication utilized among immigrant students and their families in the assessment process. Challenges in assessment methods and limited services in communication with immigrant students and their families may create barriers, potentially disadvantaging them within the Greek education system.
Keywords: immigrant students; diagnostic services; assessment methods; language competence; language of communication; language barriers
From the introduction:
Migration is a global phenomenon that significantly impacts societies today (Pew Research Centre, 2019). In 2017, the immigrant population in Greece was estimated at 1,220,395, comprising 10.9% of the population. This figure marked a twofold increase from the 618,139 immigrants (6.0% of the population) recorded in 1990 (United Nations, DESA, 2017). The largest immigrant group (over 50%) was Albanian (OECD, 2018). The two migrant and refugee crises in Greece in 2015 and 2019, which mainly involved immigrants from countries affected by violence and conflict – including Syria, Afghanistan, and Iraq – highlighted the imperative of providing quality education to immigrant students (OECD, 2019).
Much of the issues about ELs is really world wide- especially with migration and globalization and all the challenges and potential opportunities it brings. Dimitris is focused on Greek language acquisition, our colleagues in Germany have focused on acculturation and German language acquisition issues with their PBIS project. And our potential partners in Ecuador focused on the number of non-Spanish speakers- so then it becomes about Spanish language acquisition- and then- how do you figure out the disability piece- and then thinking about how much of an overlap there is between language and the different types of disabilities- LD, speech and hearing impairments, Autism is considered a communication related disorder by many, and even EBD there are several reviews about social communication, social skills, and anti-social behavior.
Also- one the things that keeps coming up are “best practices” for identifying students with disabilities who are English learners. I asked Cameron and Virginia to put together 3-5 slides around best practices to insert into PD and we can expand on later- given the special and bilingual cert that was passed in Texas- my guess there will be more interest as that gets rolled out. We can add that on the agenda after spring break
…remembering I am more focused on the behavior/EBD part- concerned that students that don’t “acculturate” or whatever term you like- end up in trouble and start down the developmental antisocial behavior pattern pathway and cycle that was originally described by Gerry Patterson- so we have to rely on the expertise of the A&M folks! But we should look at the literature at some point on how acculturation impacts anti-social behavior, disability and mental health- at least enough to understand the issues.
https://psycnet.apa.org/record/1989-26278-001<https://urldefense.com/v3/__https:/psycnet.apa.org/record/1989-26278-001_...>
https://psycnet.apa.org/record/1998-07542-005<https://urldefense.com/v3/__https:/psycnet.apa.org/record/1998-07542-005_...>
https://www.parentingforbrain.com/coercive-parenting/<https://urldefense.com/v3/__https:/www.parentingforbrain.com/coercive-par...>
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
8 months, 3 weeks
Re: Today's Meeting - Touching Base
by Eslami, Zohreh R.
Hi All,
I am on zoom and can’t see anyone.
Is the meeting in place?
Best
Zohreh
Dr. Eslami
From: Celeste Martinez <celeste.martinez2(a)my.utsa.edu>
Sent: Tuesday, March 5, 2024 9:56 AM
To: Perrott, Lisa J <lbperrott(a)tamu.edu>; mack_burke(a)baylor.edu; project.leer(a)lists.it.utsa.edu
Subject: [Project.leer] Re: Today's Meeting - Touching Base
Hi all, I won't be able to make it to today's meeting either- sorry about that! Sincerely, Celeste Martinez | M. Ed, Cultural Studies in Education Culture, Language & Literacy Ph. D program Project Diverse Scholar From: Perrott, Lisa J <lbperrott@ tamu. edu>
ZjQcmQRYFpfptBannerStart
This Message Is From an External Sender
This message came from outside your organization.
ZjQcmQRYFpfptBannerEnd
Hi all,
I won't be able to make it to today's meeting either- sorry about that!
Sincerely,
Celeste Martinez | M.Ed, Cultural Studies in Education
Culture, Language & Literacy Ph.D program
Project Diverse Scholar
________________________________
From: Perrott, Lisa J <lbperrott(a)tamu.edu<mailto:lbperrott@tamu.edu>>
Sent: Tuesday, March 5, 2024 9:50 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu<mailto:Mack_Burke@baylor.edu>>; project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu> <project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu>>
Cc: Perrott, Lisa J <lbperrott(a)tamu.edu<mailto:lbperrott@tamu.edu>>
Subject: [Project.leer] Today's Meeting - Touching Base
Good morning all,
We have candidate interviews for our program this week, so I may not be able to make today's meeting. I'll try to join for at least part of it - I hope I can.
Quick updates:
We were able to confirm our PD with New Caney's MTSS Specialists on March 22nd from 1:00-4:00. Dr. Burke can share the address (near Houston).
Dr. Boon is on the road re recruiting for their program today.
Lisa Bowman-Perrott, Ph.D.
Associate Professor
Haynes Faculty Fellow
Department of Educational Psychology
Special Education Division
Texas A&M University
College Station, TX 77843-4225
(979) 862-3879 (office)
(979) 862-1256 (fax)
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu<mailto:Mack_Burke@baylor.edu>>
Sent: Monday, March 4, 2024 3:20 PM
To: project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu> <project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu>>
Subject: [Project.leer] More to consider on Els and Disability
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract- Language Barriers in Assessing Immigrant Students Referred for Special Education Anna Zouganeli
ZjQcmQRYFpfptBannerStart
This Message Is From an External Sender
This message came from outside your organization.
ZjQcmQRYFpfptBannerEnd
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract-
Language Barriers in Assessing Immigrant Students Referred for Special Education
Anna Zouganeli a and Dimitris Anastasiou b*
a University of Nicosia, Cyprus & Ministry of Education, Greece
b Southern Illinois University Carbondale, USA
Correspondence: Dimitris Anastasiou, School of Education, Southern Illinois University Carbondale, Mail Code 4618, Carbondale, IL 62901. Email: anastasiou(a)siu.edu<mailto:anastasiou@siu.edu>
Dimitris Anastasiou is a Professor of Special Education at Southern Illinois University Carbondale. https://orcid.org/0000-0002-4840-1693
Anna Zouganeli is a Collaborating Faculty of the University of Nicosia, Cyprus, and a School Coordinator for Elementary Education at the 4th Regional Directorate of Athens, Ministry of Education Greece. https://orcid.org/0000-0002-2391-0192
We have no known conflict of interest to disclose.
Abstract
This study investigates the challenges posed by language barriers in assessing immigrant students, whose primary language is not Greek, referred for special education. We surveyed 194 professionals comprising 127 special education teachers in resource rooms and co-teaching school settings, and 67 specialists (i.e., school psychologists) in specialized diagnostic units (KEDASYs). We found that between one-quarter and half of the participants across preschool, elementary, and secondary education levels were unaware of specific criteria employed to assess the Greek language proficiency of immigrant students. Most special education teachers and KEDASY specialists did not use appropriate standardised tests to evaluate immigrant students’ cognitive, academic, and behavioural performance. Furthermore, Greek was the dominant language of communication utilized among immigrant students and their families in the assessment process. Challenges in assessment methods and limited services in communication with immigrant students and their families may create barriers, potentially disadvantaging them within the Greek education system.
Keywords: immigrant students; diagnostic services; assessment methods; language competence; language of communication; language barriers
From the introduction:
Migration is a global phenomenon that significantly impacts societies today (Pew Research Centre, 2019). In 2017, the immigrant population in Greece was estimated at 1,220,395, comprising 10.9% of the population. This figure marked a twofold increase from the 618,139 immigrants (6.0% of the population) recorded in 1990 (United Nations, DESA, 2017). The largest immigrant group (over 50%) was Albanian (OECD, 2018). The two migrant and refugee crises in Greece in 2015 and 2019, which mainly involved immigrants from countries affected by violence and conflict – including Syria, Afghanistan, and Iraq – highlighted the imperative of providing quality education to immigrant students (OECD, 2019).
Much of the issues about ELs is really world wide- especially with migration and globalization and all the challenges and potential opportunities it brings. Dimitris is focused on Greek language acquisition, our colleagues in Germany have focused on acculturation and German language acquisition issues with their PBIS project. And our potential partners in Ecuador focused on the number of non-Spanish speakers- so then it becomes about Spanish language acquisition- and then- how do you figure out the disability piece- and then thinking about how much of an overlap there is between language and the different types of disabilities- LD, speech and hearing impairments, Autism is considered a communication related disorder by many, and even EBD there are several reviews about social communication, social skills, and anti-social behavior.
Also- one the things that keeps coming up are “best practices” for identifying students with disabilities who are English learners. I asked Cameron and Virginia to put together 3-5 slides around best practices to insert into PD and we can expand on later- given the special and bilingual cert that was passed in Texas- my guess there will be more interest as that gets rolled out. We can add that on the agenda after spring break
…remembering I am more focused on the behavior/EBD part- concerned that students that don’t “acculturate” or whatever term you like- end up in trouble and start down the developmental antisocial behavior pattern pathway and cycle that was originally described by Gerry Patterson- so we have to rely on the expertise of the A&M folks! But we should look at the literature at some point on how acculturation impacts anti-social behavior, disability and mental health- at least enough to understand the issues.
https://psycnet.apa.org/record/1989-26278-001<https://urldefense.com/v3/__https:/psycnet.apa.org/record/1989-26278-001_...>
https://psycnet.apa.org/record/1998-07542-005<https://urldefense.com/v3/__https:/psycnet.apa.org/record/1998-07542-005_...>
https://www.parentingforbrain.com/coercive-parenting/<https://urldefense.com/v3/__https:/www.parentingforbrain.com/coercive-par...>
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
8 months, 3 weeks
Re: Today's Meeting - Touching Base
by Celeste Martinez
Hi all,
I won't be able to make it to today's meeting either- sorry about that!
Sincerely,
Celeste Martinez | M.Ed, Cultural Studies in Education
Culture, Language & Literacy Ph.D program
Project Diverse Scholar
________________________________
From: Perrott, Lisa J <lbperrott(a)tamu.edu>
Sent: Tuesday, March 5, 2024 9:50 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>; project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Cc: Perrott, Lisa J <lbperrott(a)tamu.edu>
Subject: [Project.leer] Today's Meeting - Touching Base
Good morning all,
We have candidate interviews for our program this week, so I may not be able to make today's meeting. I'll try to join for at least part of it - I hope I can.
Quick updates:
We were able to confirm our PD with New Caney's MTSS Specialists on March 22nd from 1:00-4:00. Dr. Burke can share the address (near Houston).
Dr. Boon is on the road re recruiting for their program today.
Lisa Bowman-Perrott, Ph.D.
Associate Professor
Haynes Faculty Fellow
Department of Educational Psychology
Special Education Division
Texas A&M University
College Station, TX 77843-4225
(979) 862-3879 (office)
(979) 862-1256 (fax)
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Monday, March 4, 2024 3:20 PM
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.leer] More to consider on Els and Disability
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract- Language Barriers in Assessing Immigrant Students Referred for Special Education Anna Zouganeli
ZjQcmQRYFpfptBannerStart
This Message Is From an External Sender
This message came from outside your organization.
ZjQcmQRYFpfptBannerEnd
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract-
Language Barriers in Assessing Immigrant Students Referred for Special Education
Anna Zouganeli a and Dimitris Anastasiou b*
a University of Nicosia, Cyprus & Ministry of Education, Greece
b Southern Illinois University Carbondale, USA
Correspondence: Dimitris Anastasiou, School of Education, Southern Illinois University Carbondale, Mail Code 4618, Carbondale, IL 62901. Email: anastasiou(a)siu.edu
Dimitris Anastasiou is a Professor of Special Education at Southern Illinois University Carbondale. https://orcid.org/0000-0002-4840-1693
Anna Zouganeli is a Collaborating Faculty of the University of Nicosia, Cyprus, and a School Coordinator for Elementary Education at the 4th Regional Directorate of Athens, Ministry of Education Greece. https://orcid.org/0000-0002-2391-0192
We have no known conflict of interest to disclose.
Abstract
This study investigates the challenges posed by language barriers in assessing immigrant students, whose primary language is not Greek, referred for special education. We surveyed 194 professionals comprising 127 special education teachers in resource rooms and co-teaching school settings, and 67 specialists (i.e., school psychologists) in specialized diagnostic units (KEDASYs). We found that between one-quarter and half of the participants across preschool, elementary, and secondary education levels were unaware of specific criteria employed to assess the Greek language proficiency of immigrant students. Most special education teachers and KEDASY specialists did not use appropriate standardised tests to evaluate immigrant students’ cognitive, academic, and behavioural performance. Furthermore, Greek was the dominant language of communication utilized among immigrant students and their families in the assessment process. Challenges in assessment methods and limited services in communication with immigrant students and their families may create barriers, potentially disadvantaging them within the Greek education system.
Keywords: immigrant students; diagnostic services; assessment methods; language competence; language of communication; language barriers
From the introduction:
Migration is a global phenomenon that significantly impacts societies today (Pew Research Centre, 2019). In 2017, the immigrant population in Greece was estimated at 1,220,395, comprising 10.9% of the population. This figure marked a twofold increase from the 618,139 immigrants (6.0% of the population) recorded in 1990 (United Nations, DESA, 2017). The largest immigrant group (over 50%) was Albanian (OECD, 2018). The two migrant and refugee crises in Greece in 2015 and 2019, which mainly involved immigrants from countries affected by violence and conflict – including Syria, Afghanistan, and Iraq – highlighted the imperative of providing quality education to immigrant students (OECD, 2019).
Much of the issues about ELs is really world wide- especially with migration and globalization and all the challenges and potential opportunities it brings. Dimitris is focused on Greek language acquisition, our colleagues in Germany have focused on acculturation and German language acquisition issues with their PBIS project. And our potential partners in Ecuador focused on the number of non-Spanish speakers- so then it becomes about Spanish language acquisition- and then- how do you figure out the disability piece- and then thinking about how much of an overlap there is between language and the different types of disabilities- LD, speech and hearing impairments, Autism is considered a communication related disorder by many, and even EBD there are several reviews about social communication, social skills, and anti-social behavior.
Also- one the things that keeps coming up are “best practices” for identifying students with disabilities who are English learners. I asked Cameron and Virginia to put together 3-5 slides around best practices to insert into PD and we can expand on later- given the special and bilingual cert that was passed in Texas- my guess there will be more interest as that gets rolled out. We can add that on the agenda after spring break
…remembering I am more focused on the behavior/EBD part- concerned that students that don’t “acculturate” or whatever term you like- end up in trouble and start down the developmental antisocial behavior pattern pathway and cycle that was originally described by Gerry Patterson- so we have to rely on the expertise of the A&M folks! But we should look at the literature at some point on how acculturation impacts anti-social behavior, disability and mental health- at least enough to understand the issues.
https://psycnet.apa.org/record/1989-26278-001<https://urldefense.com/v3/__https://psycnet.apa.org/record/1989-26278-001...>
https://psycnet.apa.org/record/1998-07542-005<https://urldefense.com/v3/__https://psycnet.apa.org/record/1998-07542-005...>
https://www.parentingforbrain.com/coercive-parenting/<https://urldefense.com/v3/__https://www.parentingforbrain.com/coercive-pa...>
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
8 months, 3 weeks
Today's Meeting - Touching Base
by Perrott, Lisa J
Good morning all,
We have candidate interviews for our program this week, so I may not be able to make today's meeting. I'll try to join for at least part of it - I hope I can.
Quick updates:
We were able to confirm our PD with New Caney's MTSS Specialists on March 22nd from 1:00-4:00. Dr. Burke can share the address (near Houston).
Dr. Boon is on the road re recruiting for their program today.
Lisa Bowman-Perrott, Ph.D.
Associate Professor
Haynes Faculty Fellow
Department of Educational Psychology
Special Education Division
Texas A&M University
College Station, TX 77843-4225
(979) 862-3879 (office)
(979) 862-1256 (fax)
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Monday, March 4, 2024 3:20 PM
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.leer] More to consider on Els and Disability
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract- Language Barriers in Assessing Immigrant Students Referred for Special Education Anna Zouganeli
ZjQcmQRYFpfptBannerStart
This Message Is From an External Sender
This message came from outside your organization.
ZjQcmQRYFpfptBannerEnd
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract-
Language Barriers in Assessing Immigrant Students Referred for Special Education
Anna Zouganeli a and Dimitris Anastasiou b*
a University of Nicosia, Cyprus & Ministry of Education, Greece
b Southern Illinois University Carbondale, USA
Correspondence: Dimitris Anastasiou, School of Education, Southern Illinois University Carbondale, Mail Code 4618, Carbondale, IL 62901. Email: anastasiou(a)siu.edu
Dimitris Anastasiou is a Professor of Special Education at Southern Illinois University Carbondale. https://orcid.org/0000-0002-4840-1693
Anna Zouganeli is a Collaborating Faculty of the University of Nicosia, Cyprus, and a School Coordinator for Elementary Education at the 4th Regional Directorate of Athens, Ministry of Education Greece. https://orcid.org/0000-0002-2391-0192
We have no known conflict of interest to disclose.
Abstract
This study investigates the challenges posed by language barriers in assessing immigrant students, whose primary language is not Greek, referred for special education. We surveyed 194 professionals comprising 127 special education teachers in resource rooms and co-teaching school settings, and 67 specialists (i.e., school psychologists) in specialized diagnostic units (KEDASYs). We found that between one-quarter and half of the participants across preschool, elementary, and secondary education levels were unaware of specific criteria employed to assess the Greek language proficiency of immigrant students. Most special education teachers and KEDASY specialists did not use appropriate standardised tests to evaluate immigrant students’ cognitive, academic, and behavioural performance. Furthermore, Greek was the dominant language of communication utilized among immigrant students and their families in the assessment process. Challenges in assessment methods and limited services in communication with immigrant students and their families may create barriers, potentially disadvantaging them within the Greek education system.
Keywords: immigrant students; diagnostic services; assessment methods; language competence; language of communication; language barriers
From the introduction:
Migration is a global phenomenon that significantly impacts societies today (Pew Research Centre, 2019). In 2017, the immigrant population in Greece was estimated at 1,220,395, comprising 10.9% of the population. This figure marked a twofold increase from the 618,139 immigrants (6.0% of the population) recorded in 1990 (United Nations, DESA, 2017). The largest immigrant group (over 50%) was Albanian (OECD, 2018). The two migrant and refugee crises in Greece in 2015 and 2019, which mainly involved immigrants from countries affected by violence and conflict – including Syria, Afghanistan, and Iraq – highlighted the imperative of providing quality education to immigrant students (OECD, 2019).
Much of the issues about ELs is really world wide- especially with migration and globalization and all the challenges and potential opportunities it brings. Dimitris is focused on Greek language acquisition, our colleagues in Germany have focused on acculturation and German language acquisition issues with their PBIS project. And our potential partners in Ecuador focused on the number of non-Spanish speakers- so then it becomes about Spanish language acquisition- and then- how do you figure out the disability piece- and then thinking about how much of an overlap there is between language and the different types of disabilities- LD, speech and hearing impairments, Autism is considered a communication related disorder by many, and even EBD there are several reviews about social communication, social skills, and anti-social behavior.
Also- one the things that keeps coming up are “best practices” for identifying students with disabilities who are English learners. I asked Cameron and Virginia to put together 3-5 slides around best practices to insert into PD and we can expand on later- given the special and bilingual cert that was passed in Texas- my guess there will be more interest as that gets rolled out. We can add that on the agenda after spring break
…remembering I am more focused on the behavior/EBD part- concerned that students that don’t “acculturate” or whatever term you like- end up in trouble and start down the developmental antisocial behavior pattern pathway and cycle that was originally described by Gerry Patterson- so we have to rely on the expertise of the A&M folks! But we should look at the literature at some point on how acculturation impacts anti-social behavior, disability and mental health- at least enough to understand the issues.
https://psycnet.apa.org/record/1989-26278-001<https://urldefense.com/v3/__https://psycnet.apa.org/record/1989-26278-001...>
https://psycnet.apa.org/record/1998-07542-005<https://urldefense.com/v3/__https://psycnet.apa.org/record/1998-07542-005...>
https://www.parentingforbrain.com/coercive-parenting/<https://urldefense.com/v3/__https://www.parentingforbrain.com/coercive-pa...>
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
8 months, 3 weeks
More to consider on Els and Disability
by Burke, Mack
Dr. Anastasiou sent me a copy of a paper he and his previous doctoral student submitted- I’ll pass along when published. But here is the abstract-
Language Barriers in Assessing Immigrant Students Referred for Special Education
Anna Zouganeli a and Dimitris Anastasiou b*
a University of Nicosia, Cyprus & Ministry of Education, Greece
b Southern Illinois University Carbondale, USA
Correspondence: Dimitris Anastasiou, School of Education, Southern Illinois University Carbondale, Mail Code 4618, Carbondale, IL 62901. Email: anastasiou(a)siu.edu
Dimitris Anastasiou is a Professor of Special Education at Southern Illinois University Carbondale. https://orcid.org/0000-0002-4840-1693
Anna Zouganeli is a Collaborating Faculty of the University of Nicosia, Cyprus, and a School Coordinator for Elementary Education at the 4th Regional Directorate of Athens, Ministry of Education Greece. https://orcid.org/0000-0002-2391-0192
We have no known conflict of interest to disclose.
Abstract
This study investigates the challenges posed by language barriers in assessing immigrant students, whose primary language is not Greek, referred for special education. We surveyed 194 professionals comprising 127 special education teachers in resource rooms and co-teaching school settings, and 67 specialists (i.e., school psychologists) in specialized diagnostic units (KEDASYs). We found that between one-quarter and half of the participants across preschool, elementary, and secondary education levels were unaware of specific criteria employed to assess the Greek language proficiency of immigrant students. Most special education teachers and KEDASY specialists did not use appropriate standardised tests to evaluate immigrant students’ cognitive, academic, and behavioural performance. Furthermore, Greek was the dominant language of communication utilized among immigrant students and their families in the assessment process. Challenges in assessment methods and limited services in communication with immigrant students and their families may create barriers, potentially disadvantaging them within the Greek education system.
Keywords: immigrant students; diagnostic services; assessment methods; language competence; language of communication; language barriers
From the introduction:
Migration is a global phenomenon that significantly impacts societies today (Pew Research Centre, 2019). In 2017, the immigrant population in Greece was estimated at 1,220,395, comprising 10.9% of the population. This figure marked a twofold increase from the 618,139 immigrants (6.0% of the population) recorded in 1990 (United Nations, DESA, 2017). The largest immigrant group (over 50%) was Albanian (OECD, 2018). The two migrant and refugee crises in Greece in 2015 and 2019, which mainly involved immigrants from countries affected by violence and conflict – including Syria, Afghanistan, and Iraq – highlighted the imperative of providing quality education to immigrant students (OECD, 2019).
Much of the issues about ELs is really world wide- especially with migration and globalization and all the challenges and potential opportunities it brings. Dimitris is focused on Greek language acquisition, our colleagues in Germany have focused on acculturation and German language acquisition issues with their PBIS project. And our potential partners in Ecuador focused on the number of non-Spanish speakers- so then it becomes about Spanish language acquisition- and then- how do you figure out the disability piece- and then thinking about how much of an overlap there is between language and the different types of disabilities- LD, speech and hearing impairments, Autism is considered a communication related disorder by many, and even EBD there are several reviews about social communication, social skills, and anti-social behavior.
Also- one the things that keeps coming up are “best practices” for identifying students with disabilities who are English learners. I asked Cameron and Virginia to put together 3-5 slides around best practices to insert into PD and we can expand on later- given the special and bilingual cert that was passed in Texas- my guess there will be more interest as that gets rolled out. We can add that on the agenda after spring break
…remembering I am more focused on the behavior/EBD part- concerned that students that don’t “acculturate” or whatever term you like- end up in trouble and start down the developmental antisocial behavior pattern pathway and cycle that was originally described by Gerry Patterson- so we have to rely on the expertise of the A&M folks! But we should look at the literature at some point on how acculturation impacts anti-social behavior, disability and mental health- at least enough to understand the issues.
https://psycnet.apa.org/record/1989-26278-001
https://psycnet.apa.org/record/1998-07542-005
https://www.parentingforbrain.com/coercive-parenting/
MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
8 months, 3 weeks
Re: Disproportionality and Autism
by EBONI BAILEY BONAITI
Dear Dr. Burke,
Thank you for sharing the recent readings and thoughts concerning the
cultural layers be it the big C or the little c as well to examine these
themes within language, behavioral, ability and human spaces. Although not
from a scholarly lens per say, this conference to why multiple voices need
to be heard in the "whole child" sphere of advocacy (e.g. the conference
topics-
(Broken Promises/Leaving You All Alone/Why We Are Special):
https://funnels.autisminblack.org/2024-the-aib-conference-registration?ut...
https://youtu.be/lUv77d0estc?feature=shared
https://youtu.be/KAHQUjjlu44?feature=shared
https://youtu.be/OEDhfj71L-Q?feature=shared
Voices of all types are everywhere...we have to take the time to connect to
them all.
On Mon, Mar 4, 2024 at 11:10 AM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
> This is an interesting one recommended by Jason Travers from Temple
> University along with one on Culture, Race, and Autism that is pretty good
> (he should be at the BK conference and will introduce those who go- smart
> guy). For those of you
> ZjQcmQRYFpfptBannerStart
> This Message Is From an External Sender
> This message came from outside your organization.
>
> ZjQcmQRYFpfptBannerEnd
>
> This is an interesting one recommended by Jason Travers from Temple
> University along with one on Culture, Race, and Autism that is pretty good
> (he should be at the BK conference and will introduce those who go- smart
> guy). For those of you outside disability- there is a firestorm around the
> disproportionality issue and disability. With one camp, much of which is
> driven by critical theory- saying that special education is ableist and
> racist and the other camp saying some groups are going to need additional
> special education services over others that to deny services to those with
> disabilities is itself ableist and racist. Ablest being the new corollary
> term for racist- so you can imagine how nasty the conversation can become…
>
>
>
> One of the problems though it seems to me with the disproportionality
> research is that it isn’t really clear what proportionality means? Texas
> put a cap on the number of students served a few years ago (I think it was
> 8% or something like that) in sped in part to address issues of
> disproportionality- and got in trouble with the feds over it.
>
>
>
> Mostly it is the aggregate people seems to be talking about it seems in
> general- but does that mean all the comparisons at the local level should
> be proportional as well? And if so- in which areas of the US and which
> disabilities? Or urban areas vs. rural areas just for an example- my guess
> maybe over represented in urban areas and under in rural areas? Can
> disaggregate and slice and dice a lot of different ways- not just based on
> race (if race exists which seems debatable and then one can reliably
> separate cultural characteristics and stereotypes :) Have to go slow and
> measured on the culture stuff…thorny stuff- is why I like having all of you
> around to help me figure it all out 😊
>
>
>
> MDB
>
>
>
> *“Cultural variations in the representation of autism and*
>
> *service preferences also have been discussed as potential*
>
> *contributors to disproportionality, although these factors*
>
> *often fall outside the scope of the studies.”*
>
>
>
>
>
> Mack D. Burke, Ph.D.
>
> Department of Educational Psychology
>
> Applied Behavior Analysis and Special Education Programs
>
> Behavioral Education & Assessment Research (BEAR Lab)
>
> School of Education, Baylor University
>
>
> _______________________________________________
> Project LEER mailing list -- project.leer(a)lists.it.utsa.edu
> To unsubscribe send an email to project.leer-leave(a)lists.it.utsa.edu
>
8 months, 3 weeks
FW: Project LEER Follow Up
by Burke, Mack
See below- they are outside of Houston I believe- MDB
From: Erika Gutierrez <EGUTIERREZ(a)newcaneyisd.org>
Date: Monday, March 4, 2024 at 11:11 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>, Richard Boon <Richard.Boon(a)utsa.edu>, Lisa J <lbperrott(a)tamu.edu>
Cc: Sarah Brady <sbrady(a)newcaneyisd.org>
Subject: Project LEER Follow Up
Good morning,
Thank you for meeting with us last week. We are excited to have you come to NCISD and work with our staff!
The information for the training is below.
Date: 3/22/24
Time: 1:00-4:00 pm
Location: NCISD Annex, 22500 Eagle Dr., New Caney, TX 77357
Here is a presentation that has an overview of MTSS<https://docs.google.com/presentation/d/1Nd4cKp0czuM1z1Q-XFyRVU7SqyBZrH16K...> in our district, and here is the NCISD Coaching Cycle Guidelines<https://drive.google.com/file/d/11sULOUUcQi_vAmqLYNW09y4NZexXYiuf/view?us...>.
Please let us know if you have any questions!
--
Sarah Brady
Coordinator of Academic Support
Department of Special Programs
New Caney ISD
281.577.8600 ext. 2366
8 months, 3 weeks
