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Guidelines for Assessing Migrant Handicapped Students

Carmen Coballes-Vega is assistant professor of Elementary Education, University of Wisconsin—River Falls

Spencer J. Salend

Spencer J. Salend is professor of Education, State University of New York—New Paltz.

The nomadic lifestyle of migrants seriously hinders their access to and the continuity of appropriate educational services. As a result, migrant handicapped students are both underidentified and underserved. One means of insuring the delivery of appropriate educational services to migrant students is through assessment. The purpose of this article is to provide educators with guidelines for assessing the unique needs of migrant students. Specific guidelines presented include (a) identifying the student's language and cultural background, (b) examining adaptive behavior, (c) using the Migrant Student Record Transfer System (MSRTS), (d) determining the student's medical needs, (e) involving migrant parents, (f) interviewing the student's teachers, (g) choosing appropriate assessment instruments, (h) employing curriculum-based assessment, and (i) establishing a network of community resources.

Assessment for Effective Intervention, Vol. 13, No. 2-4, 64-75 (1988)
DOI: 10.1177/153450848801300402


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