This study presents the results from a survey issued to speech-
language pathologists in the state of Kentucky regarding their
perspectives on referral and assessment of bilingual speakers
whose primary language is not English. The study was conducted
to determine methods for decreasing the over-identification of
bilingual students served for speech and language disorders.
Literature review indicates an over-identification of non-
English speakers in special education and related services
programs nationwide. There are many possible reasons for this
over-identification some of which include: lack of English
instruction prior to testing in English, Speech-Language
Pathologists’ preparation level, and shortage of appropriately
normed assessment tools. This study specifically addresses
Kentucky Speech-Language Pathologists’ preparation and comfort
level with referral and assessment of non-English speaking
students. Advisor(s) or Committee Chair Professor Leisa
Hutchison Bilingual, Multilingual, and Multicultural E