There is some attractiveness to the idea that we could universally screen kids for all potential difficulties and it would ensure that everyone gets the help they need and no one falls through the cracks. Certainly there is merit to this idea because it works in certain areas. Scores of kids have gotten glasses or hearing support as a result of universal hearing and vision screenings. In some cases, students have been jump-started with reading programs to catch them up to their peers. But are Universal Screenings universally beneficial? Could they hurt as much as they help in realms like special education?
A sticky and complex subject to say the least! That’s why we invited Amy Pratt, Associate Professor at the University of Cincinnati, Ohio to bring us up to speed on current thinking. Her experience spans speech pathology and literacy. Her research leans into screening, identification, diversity, and really unique thinking about how to use general education testing (that is already taking place!) to improve our focus in therapy.
We caught some highlights in four short videos. Watch them here to meet Amy and then join us for her full talk and earn CEUs: Disentangling the Complexities of Bilingualism in Language and Literacy Skills.
How do language, literacy, and bilingualism overlap to make identification for special education services difficult?
Why are screeners largely unsuccessful at identifying bilingual students with disabilities?
Is Universal Screening likely to over-identify students for special education services?
How can SLPs use classroom assessment results to inform their interventions and make faster progress?
Disentangling the Complexities of Bilingualism in Language and Literacy Skills
90 minutes of your time will bring you up to current practices on how screeners and initial assessments are helping or hindering getting the right kids on your caseload. You need this for your own knowledge and to speak to any plans that your district is putting into place: Find out more about the CEU Course.
