Explore the crucial role of cultural humility in autism evaluations with Dr. Regilda Romero. Learn how cross-cultural frameworks enhance assessments, addressing the influence of cultural norms and behaviors on diagnosis and intervention.
General Education
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Educators and clinicians must make sure D/HH students are carefully, competently assessed early enough to prevent language deprivation. Doing so will mean that more students can spend their school years building skills and friendships. And more students can leave school ready for all the possibilities on the other side of the graduation stage.
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Autism characteristics and behaviors can change as people mature. While some or all core features of autism may remain present from early childhood onward, the degree of impairment or the outward appearance of some traits and behaviors may change. Understanding how and when these changes may occur can be helpful to those who support autistic individuals.
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Dyslexia is a specific learning disorder that causes reading difficulties. Despite that simple definition, this developmental condition is heterogenous: It can look different from person to person. Given dyslexia’s variations, how can you ensure that an assessment will identify the condition in the particular student you’re evaluating?
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Thorough dyslexia evaluations are notoriously complex, largely because so many skills must meld to make a good reader, and because dyslexia can be caused by a variety of developmental differences (Sanfilippo et al., 2020).
Once a screener identifies an at-risk student, the hard work really begins. Here’s what studies show are some of the most common shortfalls educators experience when assessing for dyslexia.