Early Identification of Culturally and Linguistically Diverse Children (Aged 0-5)

Identification of disabilites may be difficult for programs serving children from culturally and linguistically diverse backgrounds. This bibliography provides disabilities specialists, Head Start staff, and partners with sources and strategies for early identification of children with disabilities.

The following bibliography is provided courtesy of the National Early Childhood Technical Assistance Center (NECTAC).

When assessing young children for early intervention or special education services, practitioners need to be especially sensitive to the multitude of cultural and linguistic variations that exist among children who require assessment and their families. Appropriate procedures need to be in place to determine which language will be used during the assessment process and to ensure that the screening and assessment instruments and procedures being used are appropriate for that child. It is critical to obtain a non-biased picture of the child's abilities. Interpreters must be available if needed and professionals conducting the assessment should be skilled and knowledgeable about the cultural implications of the assessment process. These and other considerations will help practitioners to determine whether certain patterns of development and behavior are caused by a disability or simply the result of cultural and linguistic differences.

See Early Identification of Culturally and Linguistically Diverse Children (Aged 0-5) [PDF, 102KB]

Early Identification of Culturally and Linguistically Diverse Children (Aged 0-5). Shaw, Evelyn, Goode, Susan, Ringwalt, Sharon, and Ayankoya, Betsy. National Early Childhood Technical Assistance Center. ED/OSERS/OSEP. 2005. English. [PDF, 102KB].

Last Reviewed: December 2009

Last Updated: November 18, 2015