Culturally and Linguistically Responsive Practices in Psychoeducational Reports for English Language Learners

Bryn Harris, Amanda L. Sullivan, Geraldine V. Oades-Sese, Marlene Sotelo-Dynega

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in 34 psychoeducational evaluation reports in one southwestern state. The authors reviewed psychoeducational evaluation reports prepared by school psychologists to determine (a) the extent to which school psychologists adhered to legal and ethical guidelines in the evaluation of ELLs for special education eligibility and needs and (b) how school psychologists account for cultural and linguistic differences in the evaluation process. Results indicated that school psychologists rarely used culturally and linguistically responsive practices such as the use of interpretation and translation services and language proficiency data, as well as limited adherence to legal and ethical recommendations. We address implications for training and practice.

Original languageEnglish (US)
Pages (from-to)141-166
Number of pages26
JournalJournal of Applied School Psychology
Issue number2
StatePublished - Apr 3 2015

Bibliographical note

Publisher Copyright:
© 2015, Copyright © Taylor & Francis Group, LLC.


  • English language learners
  • psychoeducational evaluation
  • school psychology
  • special education


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