Multicultural issues in test interpretation.

Designing the ideal test or series of tests to assess individuals who speak languages other than English is difficult. This article first describes some of the roadblocks-one of which is the lack of identification criteria for language and learning disabilities in monolingual and bilingual populations in most countries of the non-English-speaking world. This lag exists, in part, because access to general education is often limited.

Roles and responsibilities of the interpreter in interactions with speech-language pathologists, parents, and students.

The Individuals with Disabilities Education Act Amendments of 1997 (IDEA '97) specify that students must be assessed in their primary language. With the ever-increasing number of diverse languages spoken by students, it is very unlikely that even an English-bilingual speech-language pathologist's other language will match that of a student who is referred for a speech-language assessment. Knowing how to work effectively with an interpreter is, therefore, essential for all speech-language pathologists.