s the expectation of this author to point out both the areas of agreement as well as disagreement. For example, middle-class schools have established a much better partnership with the parents than had the working-class schools. The role of a translator cannot be minimized, and it is the view of this author that parental involvement is both beneficial as well as may be used to promote an educational program reflecting essential parental involvement. The more the parents know, the more they can participate in the learning disabled, bilingual child's education. Another study dealing precisely with the effects of Spanish home language and the academic performance of Hispanics included the relationship between academic achievement, language development and psychosocial adjustment of children. These children in question spoke Spanish in the home. (Imhoff, 1990) Assessment, as indicated at the outset of this research paper, is in point of fact a complex term with a variety of meanings for different individuals, i.e. professionals and non-professionals alike including principals, teachers, volunteers, parents, advisors, translators and assistants. Even the law has had difficulty in establishing the meaning of the learning disabled child, and Public Law 94-142 addresses the learning disabled, bilingual student mandating the development of an individualized educational plan for school-age children with special needs. Under the auspices of this law, both children who are commonly termed "learning disabled" are provided with specialized curricula and teachers to assist them in overcoming whatever obstacles impede their ability to learn whether this obstacle be a hearing impairment, hyperactivity, dyslexia, ADD, etc. At any rate, it can be seen that both Public Law 94-142 and the Bilingual Act of 1970 have provided legislative protection, commitment and funding to the larger set of students under consideration. However, what kind of legislation ...
