Readability of Individuals with Disabilities Education Act Part B Procedural Safeguards Notices Written in Spanish

Autor/inn/en	Quintero, Stella; Zraick, Richard I.; Rosa-Lugo, Linda I.; La Scala, Jennifer D.
Titel	Readability of Individuals with Disabilities Education Act Part B Procedural Safeguards Notices Written in Spanish
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 1, S.355-363 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zraick, Richard I.) ORCID (La Scala, Jennifer D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Readability; Equal Education; Educational Legislation; Federal Legislation; Students with Disabilities; Spanish; Civil Rights; Student Rights; Content Analysis; Grade 6; Grade 7; Grade 8; Reading Skills; United States + Suchen Sie Ihr Suchwort? Lesbarkeit; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Spanisch; Bürgerrechte; Grundrechte; Zivilrecht; Inhaltsanalyse; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Reading skill; Lesefertigkeit; USA
Abstract	Purpose: The purpose of this study was to analyze the readability of the Individuals with Disabilities Education Act (IDEA) Part B procedural safeguard notices written in Spanish, as distributed by each of the 50 states in the United States and the District of Columbia. Results were compared with the 6th-8th grade document readability guideline recommended by experts in health communication. Method: A commercially available readability software program was used to assess document readability using three readability indices: the Gilliam-Peña-Mountain Graph, SOL, and the Fry Readability Adaptation for Spanish Evaluation. Results: All procedural safeguard notices were written at a reading grade level greater than established guidelines. This finding agrees with research that has examined the readability of English-language versions of IDEA Part B procedural safeguard notices. Conclusions: Literacy-related skills and demands may influence the ability of the parent to advocate on behalf of his or her child with a disability within the school setting. Educators and specialists should be sensitive to parent reading preferences and proficiency when reviewing IDEA procedural safeguards notices. Authors of procedural safeguard notices should account for the native language and culture of the intended reader as revisions to, and translations are made of, IDEA procedural safeguards notices. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01