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https://www.ccfc.ca.gov/family/family.html

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In association with Sesame Street in Communities, the First 5 Association developed a guide with tips and methods for families to discuss and manage the complicated issues affecting the lives of many California families, including family separation, trauma, and other community-based anxieties, such as new immigration policy changes. The guide is available in multiple languages.

Care, Cope, Connect ( Source: First 5 Association )

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In association with Sesame Street in Communities, the First 5 Association developed a guide with tips and methods for families to discuss and manage the complicated issues affecting the lives of many California families, including family separation, trauma, and other community-based anxieties, such as new immigration policy changes.

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How to Protect Your Child From the Effects of Toxic Stress

When children experience hard moments over time, like harsh language, a painful loss, or natural disaster, they can have a tough time bouncing back. Toxic stress can build up in their bodies and make it hard for them to learn new things or even fight off illnesses. The good news is that parents can protect their children from toxic stress.

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First 5 California: Early Childhood Resources for California's Children

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How to Protect Your Child From the Effects of Toxic Stress When children experience hard moments over time, like harsh language, a painful loss, or natural disaster, they can have a tough time bouncing back. Toxic stress can build up in their bodies and make it hard for them to learn new things or even fight off illnesses.

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A bilingual site for educators and families of English language learners

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Servicio de Fonoaudiologia Hospital Universitario Austral

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Diferencias entre el Retraso Simple del Lenguaje y el T.E.L. Dra. Alicia Maiochini

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Es importante diferenciar entre el Retraso Simple del Lenguaje del cuadro llamado Trastorno Específico del Lenguaje. De su correcta identificación depende el óptimo tratamiento y los resultados satisfactorios. La Dra. Alicia Maiochini experta en el tema explica las diferencias y signos de atención de cada uno de los dos diagnósticos.

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Let’s Stop Talking About The ’30 Million Word Gap’

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It’s one of the most famous studies ever done on kids. It’s often cited as a reason children from poor families struggle in school. But it may be neither 30 million words, nor exactly a gap.

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Mitos de lenguaje en hablantes tardíos - Segunda parte de Entrevista con RIE

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The Fable Cottage: Bilingual stories for language learners

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Fairy tales and fables in Spanish, French, Italian, German and English. Lovingly crafted stories especially for children and adults learning a second language. Great for classroom and home study.

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Footsteps2Brilliance accelerates student achievement by uniting the power of mobile game technology with the latest in cognitive research. Enticing, interactive, 24/7 learning experiences digitally link school and home to give students the edge they need for success in school today and the world tomorrow.
We cover phonics, phonemic awareness, vocabulary, comprehension, fluency, and writing.

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Footsteps2Brilliance - Award Winning Bilingual Early Literacy System

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Footsteps2Brilliance accelerates student achievement by uniting the power of mobile game technology with the latest in cognitive research. Enticing, interactive, 24/7 learning experiences digitally link school and home to give students the edge they need for success in school today and the world tomorrow. We cover phonics, phonemic awareness, vocabulary, comprehension, fluency, and writing.

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Cuentos infantiles para dormir. Cuentos infantiles para leer y educar a nuestros niños. Aquí encontrarás cuentos infantiles cortos, escuchar audiocuentos y descargar cuentos en pdf.

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About this Document

This technical report was prepared by the 2002 American Speech-Language-Hearing Association (ASHA) Multicultural Issues Board. Members of the Board included, Luis F. Riquelme, chair; Bopanna Ballachanda, Julie K. Bisbee, Catherine J. Crowley, Diana Diaz, Nancy Eng, Edgarita Long, Joe A. Melcher, Constance Dean Qualls, Linda McCabe Smith, Kenneth E. Wolf, Michael L. Kimbarow; monitoring vice-president, and Vicki R. Deal-Williams; ex officio. Emma M. Muñoz, a former member and chair of the Board served as a special consultant on the development and completion of the document. Members of the Multicultural Issues Board between 1996 and 2001 also contributed to previous versions of the document. Those members are Lisa Alford, Juanita Sims Doty, Ellen C. Fye, Nakiesha F. Giorgis, Lyn R. Goldberg, Brian A. Goldstein, Charles W. Haynes, Jacqui Kurland, Gloria R. Martin, Celeste Roseberry-McKibbin, Maurice I. Mendel, Catherine M. Nagayda, Ravi Nigam, L. Gay Ratcliff, Milagros Rios-Walker, Marlene Salas-Provance, Bryan Scott, Diane Scott, Gari Smith, Kenneth Tom, Chris Begay Vining, Toya Wyatt, and Janice Wright. To stimulate discussion and generate other recommendations, this report was circulated for select peer review to a number of members with targeted expertise, and several related professional organizations. The Multicultural Issues Board is grateful to all those who contributed to the development of the document.

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The type of English spoken in the United States is commonly referred to as American English (AE). "Languages are invariably manifested through their dialects, and to speak a language is to speak some dialect of that language.... the term dialect is defined as a neutral label to refer to any variety of a language which is shared by a group of speakers" ( Wolfram, 1991. AE includes social as well as regional dialects that are systematic, highly regular, and cross all linguistic parameters (i.e., phonology, morphology, syntax, semantics, lexicon, pragmatics, and suprasegmental features). Therefore, each represents a legitimate rule-governed language system. Dialects of AE include, but are not limited to African-American English, Appalachian English, and Standard American English (SAE). Although each dialect has distinguishing characteristics, all share a basic core of grammatical features that are common to all varieties of American English.

The existence of the various dialects is the result of historical, social, linguistic, and geographical factors. For example, due to historical and social factors, the majority of-but not all-speakers of African-American English are African American. But not all African Americans speak African-American English. There is a considerable range of language diversity within each of the different dialectal speech communities, with individual speakers varying their speech in accordance with the sociolinguistic dynamics.

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A speaker of any language or dialect may exhibit a language disorder unrelated to his or her use of the native dialect. An essential step toward making accurate assessments of communication disorders is to distinguish between those aspects of linguistic variation that represent regular patterns in the speaker's dialect and those that represent true disorders in speech and language.

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The speech-language pathologist must have certain competencies to distinguish between dialectal differences and communicative disorders. These competencies include

1. recognizing all American English dialects as rule-governed linguistic systems,

2. understanding the rules and linguistic features of American English dialect(s) represented by their clientele,

3. being familiar with nondiscriminatory testing and dynamic assessment procedures, such as the following:

identifying potential sources of test bias,

administering and scoring standardized tests in alternative manners,

using observation and nontraditional interview and language sampling techniques, and

analyzing test results in light of existing information regarding dialect use.

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The traditional role of the speech-language pathologist has been to provide clinical services to individuals with communication disorders. It is also within the scope of practice for speech-language pathologists to provide elective services. Given that SAE is the linguistic variety used by the government, the mass media, business, education, science, and the arts in the United States, speakers of other varieties of American English may find it advantageous to be able to speak SAE. In these cases, the role of the speech-language pathologist is to assist in the acquisition of the desired competency in the second dialect without jeopardizing the integrity of the individual's first dialect. The approach of the elective service must be functional and must emphasize the appropriateness of the first and second dialects for different contexts.

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Clinicians have a social and ethical responsibility to provide potential clients and their families with the opportunity to objectively discuss the use of the target dialect as well as the educational and social ramifications of second dialect acquisition. Clinicians must provide individuals with sufficient information on the historical background, origin, features, and social implications of both the first and the target dialect to facilitate an informed decision. This is particularly important in the case of pediatric clients whose parents and guardians have to make decisions regarding the delivery of services.

The speech-language-pathologist should also have an appreciation for the communities and cultures of speakers of AE, as well as a thorough understanding of the social attitudes toward dialect use. Just as competencies are assumed and necessary in the treatment of communication disorders, relevant competencies are also necessary in the provision of elective services to speakers from all American English dialect communities who do not present with a disorder but who wish to improve their overall use of SAE.

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Index terms: dialects

doi:10.1044/policy.TR2003-00044

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About this Document This technical report was prepared by the 2002 American Speech-Language-Hearing Association (ASHA) Multicultural Issues Board. Members of the Board included, Luis F. Riquelme, chair; Bopanna Ballachanda, Julie K. Bisbee, Catherine J. Crowley, Diana Diaz, Nancy Eng, Edgarita Long, Joe A. Melcher, Constance Dean Qualls, Linda McCabe Smith, Kenneth E.

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http://www.handyhandouts.com/pdf/66_Phonological.pdf

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Semillas del Lenguaje: Desarrollo típico y atípico en pequeños hablantes del español 

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Semillas del Lenguaje: Desarrollo típico y atípico en pequeños hablantes del español 

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https://www.amazon.com/dp/1647895626/ref=cm_sw_r_wa_api_glt_fabc_34BV4A6WZQ5B63E4X5HJ?fbclid=IwAR09makcpZ09Hqgu11ZpVxacdffVmQRpiFuwGnoY_ygKgczWrUqenpgy3PM

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Semillas del Lenguaje: Desarrollo típico y atípico en pequeños hablantes del español (Spanish Edition)

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Semillas del Lenguaje: Desarrollo típico y atípico en pequeños hablantes del español (Spanish Edition) [Auza B., Alejandra] on Amazon.com. *FREE* shipping on qualifying offers. Semillas del Lenguaje: Desarrollo típico y atípico en pequeños hablantes del español (Spanish Edition)

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https://brookespublishing.com/cultural-diversity-toolkit/?utm_medium=email&utm_source=exacttarget&utm_campaign=12042020-ec-coffee-chat-follow-up

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Resources to help you teach and support
culturally and linguistically diverse young children

Did you know that more than 20% of children in America speak a language other than English at home?* You've probably seen the evidence yourself, as your early childhood program welcomes more and more culturally and linguistically diverse young children.

We've created this handy collection of resources to help you teach young dual language learners effectively and provide skillful and culturally competent support for children and their families. Here, you'll find articles, online resources, and book and tool recommendations to help you.

Bookmark the recommended resources in this toolkit for easy reference, so you can use them again and again to support the children and families you serve!
*U.S. Census Bureau, 2017

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Cultural Diversity Toolkit | Brookes Publishing Co.

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Did you know that more than 20% of children in America speak a language other than English at home?* You've probably seen the evidence yourself, as your early childhood program welcomes more and more culturally and linguistically diverse young children.

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Yale Grammatical Diversity Project: English in North America 

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Yale Grammatical Diversity Project: English in North America 

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https://ygdp.yale.edu/phenomena-by-category

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Phenomena | Yale Grammatical Diversity Project: English in North America

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Widespread American English; African American (Vernacular) English; Appalachian English; Canadian English (including Newfoundland English); Smoky Mountain English

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The Overrepresentation of Black Students in Special Education Classrooms

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The Overrepresentation of Black Students in Special Education Classrooms

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https://inmotionmagazine.com/peterz1.html

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The purpose of this research was to evaluate the degree to which Black students are overrepresented and misplaced in special education, as a result of current testing and placement practices, insufficient parental knowledge of special education rights and responsibilities, and the need for more cultural diversity training for teachers. The two subjects interviewed were a special education teacher/chairperson and a principal; both employed in the same school. A class of special education students was unknowingly observed. Interview responses show little satisfaction with the current methods of placing Black children into special education programs. The observations demonstrated that the majority of the children did not need to be placed there. The use of Black psychologists, increased parental support and knowledge, a non-biased test for placement and increased preservice and inservice training was recommended.

The steady increasing number of Black students placed in special education has been recognized, but still not resolved. One State Department of Education supports the fact that today this problem remains unresolved. The Florida Department of Education, a state which keeps some of the most accurate records on the racial and ethnic composition of special education classrooms, reports that for the last past five years the percentage of Black students in classes for educable mentally retarded pupils has exceeded the generally accepted 2% expected level ( Bureau of Education for Exceptional Students, 1985). Not only is this data alarming, but it has also been recognized that some Blacks, mostly males, are misdiagnosed or misplaced into special education programs. The numbers are disproportionate and an overrepresentation of Black placed in special education. A continuing problem in the public school system is the disproportionate and overrepresentation of Black students in certain types of special education classrooms ( Ysseldyke & Algozzine, 1983). Along with the overrepresentation of this same group of students are classrooms for gifted pupils (Bureau of Education for Exceptional Students, 1985). Gifted children who are culturally different, are overlooked because many of them are underachievers ( Wilgosh, 1991).

The overrepresentation of Black students, especially Black males, is due to biased testing and the cultural misunderstanding of Black people. Some educators responsible for teaching Black students are not aware of the cultural differences and backgrounds of Black students, and therefore view these differences as learning disability ( Reschly, 1980). Researchers who question the practices that lead to this disproportionate and overrepresentation of Black students in particular types of special education classrooms suggest that this phenomena may occur in part because of biased testing practices ( Reschly, 1980), and because of the cultural differences of Black students and the way the educators view these differences ( Gilbert & Gay, 1985). Educators must be aware of the cultural differences that manifest themselves through intelligence testing and sometimes in the classroom. This dilemma of Black overrepresentation in special education will not be resolved until changes are made in the training of teachers, new culture-sensitive testing practices, and more involvement with Black psychologist for evaluation purposes. Black psychologists are more familiar with the Black culture; therefore they understand Black children better. But above all, this will never be conquered without parental involvement and their comprehension of their rights. Parents are not aware of their rights and the rights of their children. In programs to educate parents of these rights and their responsibilities, time needs to be spent on helping parents develop strategies for securing these rights ( Serwatka, Dove & Hodge, 1986).

There is an increasing dilemma of Black students being staffed into special education classes. The method of determining how students are placed is also disturbing. In categories where placement is dependent upon tests that have been reported to be biased against minorities, Black students represent an excessively high percentage of students enrolled in these classes. The fact that Black students constitute 38% of the student population in classes for educable mentally retarded pupils demonstrates this ( Serwatka, et al. 1986). In contrast, when placement is based on measures that are not known to be discriminatory, the percentage of Black students enrolled in classes is more closely commensurate with the percentage of Black students enrolled in the overall public school population ( Serwatka, et al. 1986). We know that these tests have figured prominently in the destruction of self-concept and denial of certain educational opportunities ( Hale, 1986). If one understands that the young black male is a target for destruction, then one might reasonably be suspicious of the present use of PL-94-142, which has supported the fact that 84% of all Blacks in special education are male ( Grant, 1992). The recent decline in scholastic achievement test scores indicates American education is not improving. Although more students are taking the SAT, African-American males continue to remain at the bottom of the academic rung where they have customarily ranked ( Gill, 1992).

In the case of Larry P. versus Riles, a number of Black elementary school children asked the California Circuit Court to issue an injunction preventing the San Francisco school district from using IQ tests to place any Black children in special classes for the educable mentally retarded. Plaintiffs claimed that because the IQ tests themselves were biased, use of such tests for placement purposes constituted a violation of their fourteenth amendment rights ( Grant, 1992). Of most concern was the disproportionate numbers of minority children in educable mentally retarded classes, relative to their numbers in the general population ( Kubiszyn, 1990). The problem of placing Blacks in special education classes becomes very acute when one realizes that African-American students are more frequently placed in more restrictive, self-contained classes than in less restrictive special education classes ( Grant, 1992). Black children constitute 17% of all students, but comprise 41% of all special education placements, primarily educable mentally retarded and behavior disorders. Black boys disproportionately are 85% of the Blacks in special education ( Grant, 1992).

Not only is testing a bias culprit of misdiagnosis and overrepresentation, but the ignorance of cultural differences is also a factor in the process. Various explanations have been offered as to why this disproportionate and overrepresentation of Black students in particular types of special education classrooms occurs ( Sewatka, et al. 1986). In the area of cultural differences, writers have pointed out that professionals in education may view cultural differences among Black students as an indicator of deficiencies ( Hilliard, 1980). This perception can lead to a student being identified as being below normal or abnormal on measures of adaptive behaviors. Gilbert and Gay ( 1985) suggest that Black students who are misdiagnosed and misplaced are often having difficulty in the regular classroom because this education environment is not set up to meet the needs of culturally different students. Placement is special education classes do little is anything to solve the original problem. This is because special education classrooms are likewise not set up to meet the needs of students with cultural differences. Thus, the Black student who is placed in special education classrooms, because of displayed cultural differences, eventually will begin to display the characteristics of a disabled student ( Serwatka, et al. 1985). Another controversial cause of the misplacement of Blacks is low self-esteem. It is suggested that placement in a special education classroom and the concomitant effects of such a placement over time may be sufficient to cause the student to take on the characteristics of the disability even when the original placement was based on misdiagnosis ( Reschly, 1980). Black children possess enthusiasm and eager interest, however, by fifth grade the liveliness and interest are gone, replaced with passivity and apathy ( Grant, 1992). Several visionary and sensitive educators are leading a small vanguard of individuals attracting attention to the root cause of low levels of self-esteem and poor scholastic achievement in African-American males ( Gill, 1992). Spencer Holland, Director of the Center for Educating African-American males and the impetus behind Project 2000, cites poor academic achievement as one reason for the low level of self-esteem in adolescent African-American males ( Gill, 1992). Lisa Clark Evans, a fifth grade teacher in a multiethnic classroom in San Diego, California, expresses a view held by many elementary school teachers. One reason some African-American students experience low self-esteem is that they have not been taught by teachers and parents the personal discipline it takes to be an achiever ( Gill, 1992). Scholastic achievement levels can be improved in African-American male students by focusing in self-esteem as well as curricular and learning styles which tap non-European processes ( Gill, 1992). Although there is not a current solution in place, several proposed answers are emerging. The solutions to the plight of the Black child would be (1) amending current testing practices within the school system, (2) working with parents, and (3) promoting a culture-sensitive curriculum.

The body, which would appear most able to direct these types of coordinated implementation, is of course, the local public school system ( Serwatka, et al. 1986). It appears that an organized implementation of efforts to solve the problem of disproportionate and overrepresentation of Black students in special education classrooms will require a grassroots organization to assume leadership responsibility ( Serwatka, et al. 1986). A first step, which needs to be undertaken, is getting public school systems to change present testing and placement practices used in placing students in special education classes ( Serwatka, et al. 1986). Certain changes that could help eliminate the overrepresentation of Black children in special education, would be to change to non-biased testing; The SOMPA (System of Multicultural Pluralistic Assessment). This testing instrument is non-biased toward all ethnic groups. The use of Black psychologist in the evaluation of Black students for special education would help alleviate the problem of cultural misunderstanding. A second step which would aid in solving the problem of Black student disproportionality and overrepresentation in special education classes, is the use of psychologists who are familiar with the cultural background of student being tested and with whom the students are comfortable ( Reschly, 1980). Researchers state that the education of current and future teachers also needs to be revamped. A third step in helping to solve the problem under discussion involves both public schools and college and university teacher training programs. If a Black student is to be identified only when there is merely a display of cultural difference, the educators working with a child must understand and be sensitive to those cultural differences. Likewise, if classrooms in both regular and special education are to meet the needs of Black students in the best manner possible, classroom teachers and the designers of the instructional curricula, must be familiar with the culture of this group of students. The only way this awareness can be developed is by systematically preservicing and inservicing educators in this field of study ( Hilliard, 1980). College and university training programs also need to strengthen their offerings in t his area of study and need to require that all student enrolled in education courses at all levels take courses in the field of cultural diversity and difference ( Serwatka, et al. 1986). In the area of working with parents, the suggestions revolve around one cultural theme; that theme being the educating of parents with reference to their rights, their children's rights, and their responsibilities as parents. Parents need to be made aware that they have a right to allow or disallow testing of their child for possible placement ( Serwatka, et al. 1986). They also have a right to request that the testing process be conducted with the use of instruments like SOMPA and administered by a Black psychologist, when this seem appropriate. Parents also should be made aware of their right to accept or reject the findings of such testing and that they can and should participate in planning the educational program for this child, if special education placement is deemed appropriate. Along with being informed of these rights and responsibilities, parents need to be educated concerning what the effects of misdiagnosis can be as well as concerning the benefits of special education for students who are disabled ( Serwatka, et al. 1986).

Kimberly Peterz lives in Chicago with her two sons, ten years old and two years old. She has an M.A. in Early Childhood Education from Governors State University and a B.A. in Public Relations from Roosevelt University in Chicago. She currently teaches Kindergarten in the Chicago Public Schools.

Published in In Motion Magazine May 31, 1999.
Also see:

in special education placement by refining the referral processAddressing disproportionate representation of minority students
by Frank Conahan, Karen Burggraf, Vivian E. Nelson, Arden Bailey and Marilyn Ford
Charles County Public Schools, Department of Special Education
La Plata, Maryland

Creating supports to help African American special education studentsstay in high school: Charles County Public School's "Hiatus" Project
by Frank Conahan, Douglas Lamb, and Teresa Robinson
Charles County Public Schools
La Plata, Maryland

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The Overrepresentation of Black Students in Special Education Classrooms by Kimberly Suzette Peterz - Education Rights / In Motion Magazine

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The purpose of this research was to evaluate the degree to which Black students are overrepresented and misplaced in special education, as a result of current testing and placement practices, insufficient parental knowledge of special education rights and responsibilities, and the need for more cultural diversity training for teachers.

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Chicken Little

A modern adaptation of the classic tale: What happens when a completely normal chicken believes everything he reads on the internet? This story is written in the present tense, because it's a good thing to learn.

The Bird and the Whale

Our first ever original story, about a bird and a whale and their shared love of little fish. Inspired by a song by Tom Waits, and an episode of Adventure Time.

The Three Little Pigs

The classic tale of shoddy building materials, DIY folly, and the perils of emparedados de tocino (a.k.a bacon sandwiches). No pigs or wolves were harmed in the making of this story.

Goldilocks and the Three Bears

Why you should probably lock your door when you go out for a walk, even if you live en medio de un gran bosque. Why are the three bowls of sopa different temperatures when they were poured at the same time? Science, is why.

Little Red Riding Hood

A deeply troubling investigation into what happens when you let your children walk somewhere alone: Caperucita Roja eats fresas, picks margaritas and talks to el Gran Lobo Feroz on the way to Grandma's house. (Warning: Contains highly improbable medical scenes.)

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Spanish Children's Stories - The Spanish Experiment

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Well-known childrens stories translated into Spanish and spoken by a native Spanish speaker. Read along in Spanish or English. Great for adults too!