Section 1557 of the Affordable Care Act: Strengthening Language Access Rights for Patients With Limited English Proficiency

2019 ◽  
Vol 10 (1) ◽  
pp. 65-67 ◽  
Author(s):  
Allison Squires ◽  
Mara Youdelman
Keyword(s):  
Affordable Care Act ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Access ◽  
The Affordable Care Act ◽  
Access Rights

scholarly journals The Role of Limited English Proficiency and Access to Health Insurance and Health Care in the Affordable Care Act Era

Health Equity ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 509-517
Author(s):  
Andriana M. Foiles Sifuentes ◽  
Monica Robledo Cornejo ◽  
Nien Chen Li ◽  
Maira A. Castaneda-Avila ◽  
Jennifer Tjia ◽  
...  
Keyword(s):  
Health Care ◽  
Health Insurance ◽  
Affordable Care Act ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Access To Health ◽  
The Affordable Care Act

Under the Law: Language access: Not just for students

2020 ◽  
Vol 101 (5) ◽  
pp. 64-65
Author(s):  
Julie Underwood
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Access ◽  
Dominant Language ◽  
The Law

Schools not only have a responsibility to provide an education to students with limited English proficiency, they must also communicate with families whose dominant language is not English, in a manner that the families can understand. Julie Underwood explains what the law states about schools’ language access responsibilities and discusses a case that is currently in litigation.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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