ஜர்னல் ஆஃப் ஃபோனெடிக்ஸ் & ஆடியோலஜி
திறந்த அணுகல்

சுருக்கம்

Assessment of Deaf & Hard of Hearing Students from Culturally & Linguistically Diverse Backgrounds

Michael Fitzpatrick, Raschelle Neild

Although multiculturalism, within the United States, has been a major educational reform movement since the early 1990s, there remains a significant gap in the literature regarding assessing deaf and hard of hearing (D/HH) students from culturally and linguistically diverse (CLD) backgrounds. This article provides an analysis of common forms of classroom and special education assessments and provides two recommendations for aligning best practices when assessing D/HH students from CLD backgrounds.