scholarly journals Perspectives of Region XI Head Start Federal, Research, and Program Partners in Carrying out a National Study of American Indian and Alaska Native Head Start Children, Families, and Programs

2021 ◽  
Author(s):  
Michelle Sarche ◽  
Lizabeth M. Malone ◽  
Laura Hoard ◽  
Jessica Barnes‐Najor ◽  
Ann Cameron ◽  
...  
Keyword(s):  
Head Start ◽  
American Indian ◽  
Alaska Native ◽  
National Study ◽  
Federal Research ◽  
Head Start Children

Cultural and Practice Perspectives on the Classroom Assessment Scoring System: Voices From American Indian and Alaska Native Head Start Programs

2020 ◽  
Vol 35 (1) ◽  
pp. 162-183
Author(s):  
Jessica V. Barnes-Najor ◽  
Nicole L. Thompson ◽  
Ann F. Cameron ◽  
Teresa M. Smith ◽  
Mavany Calac Verdugo ◽  
...  
Keyword(s):  
Head Start ◽  
American Indian ◽  
Alaska Native ◽  
Scoring System ◽  
Classroom Assessment ◽  
Classroom Assessment Scoring System ◽  
Head Start Programs

American Indian and Alaska Native Head Start

2020 ◽  
pp. 31-44
Author(s):  
Michelle Sarche ◽  
Antonia Dobrec ◽  
Jessica Barnes-Najor ◽  
Ann Cameron ◽  
Mavany Calac Verdugo
Keyword(s):  
Head Start ◽  
American Indian ◽  
Alaska Native

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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