Equitable Speech & Language Service Provisions  

Students who are culturally and linguistically diverse (CLD), i.e., students of color and English language learners, have historically been at risk of over- and under-identification for special education services, particularly in language and literacy. Students in Newark schools are diverse in race, ethnicity, and socioeconomic status. The Newark Board of Education has noted a concerning increase in special education referrals and classifications post-pandemic.

Given the importance of education as a social determinant of health and the risks associated with the misidentification of language-based disorders for CLD students, the rising referrals for child study team evaluations and subsequent special education classifications for children in the Newark schools pose a significant problem that can lead to adverse student outcomes.

This project is a partnership between the Rutgers Speech-Language Pathology graduate program and the Newark Board of Education’s Office of Special Education. It will systematically examine recent referral and evaluation trends via record reviews and focus group interviews with community stakeholders. Immediate district needs will be addressed by providing professional development and training for staff and co-developing a resource library that will include culturally and linguistically appropriate tools for equitable service provision.