A child should not be classified as having a speech or 45 CFR 1308.9 (e) (i) – language impairment whose speech or language differences may be attributed to cultural, ethnic, bilingual or dialectical differences or being non-English speaking. 45 CFR 1308. 14 (b) (3) The child shows deficits in such abilities as memory, – perceptual and perceptual-motor skills, thinking, language and non-verbal activities which are due to visual, motor, hearing or emotional disabilities, mental retardation, cultural or language factors, or lack of experiences which would help develop these skills. 45 CFR 1308.21 (j) (3), (4) Provide interpreters, if needed and offer the – parents a copy of the IEP in the language of understanding after it parent’s has been signed; Hold the meeting without the parents only if neither parent can attend, after repeated attempts to establish a date or facilitate their participation, through records of phone calls, letters in the native language or visits parents’ to parents; homes or places of work, along with any responses or results; and arrange an opportunity to meet with the parents to review the results of the meeting and secure their input and signature. (U.S. Department of Health and Human Services (2009). References U.S. Department of Health and Human Services. (2009). Federal Regulations Governing the Head Start Program, Title 45 Code of Federal Regulations, Chapter XII, Subchapter B. Trango,J.C.(2012). Statewide Disabilities and Mental Health Coordinator. Chicanos Por La Causa Early Childhood Development Programs. Personal communication.
45 CFR 1308.9 (e) (i) – A child should not be classified as having a speech or language impairment whose speech or language differences may be attributed to cultural, ethnic, bilingual or dialectical differences or being non-English speaking. 45 CFR 1308. 14 (b) (3) – The child shows deficits in such abilities as memory, perceptual and perceptual-motor skills, thinking, language and non-verbal activities which are due to visual, motor, hearing or emotional disabilities, mental retardation, cultural or language factors, or lack of experiences which would help develop these skills. 45 CFR 1308.21 (j) (3), (4) – Provide interpreters, if needed and offer the parents a copy of the IEP in the parent’s language of understanding after it has been signed; Hold the meeting without the parents only if neither parent can attend, after repeated attempts to establish a date or facilitate their participation, through records of phone calls, letters in the parents’ native language or visits to parents; homes or places of work, along with any responses or results; and arrange an opportunity to meet with the parents to review the results of the meeting and secure their input and signature. (U.S. Department of Health and Human Services (2009). References U.S. Department of Health and Human Services. (2009). Federal Regulations Governing the Head Start Program, Title 45 Code of Federal Regulations, Chapter XII, Subchapter B. Trango,J.C.(2012). Statewide Disabilities and Mental Health Coordinator. Chicanos Por La Causa Early Childhood Development Programs. Personal communication.
Head_Start_Performance_Standards_Culture_Diversity.docx