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date: 30 September 2020

Abstract and Keywords

The purpose of this chapter is to provide an overview of current as well as past special education regulations, litigation, professional association guidelines, clinical models, and best practice approaches for the clinical speech and language skills of African American English (AAE) for zero-three, preschool and school-age child speakers. It also provides a summary of current AAE child language research within the field of Communication Sciences and Disorders that has implications for: a) the selection of appropriate formal and informal speech-language assessment procedures, b) accurate differential diagnosis of disorder vs. normal dialect difference in children with suspected language impairment and c) the identification of appropriate therapy goals when relevant. Implications for the development of future theoretical frameworks and standardized assessments that help to minimize the historical misdiagnosis and disproportionate over-identification of African American students for speech-language and other special education placements is also addressed.

Keywords: African American English (AAE), speech-language assessment, school-age child speakers, diagnosis, disorder

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