Limited English Proficiency (LEP)
What does LEP mean in medical terms?
Home. Patients with Limited English Proficiency. Improving Patient Safety Systems for Limited-English-Proficient (LEP) Patients: A Guide for Hospitals.
What does LEP requirements include?
Individuals who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English can be limited English proficient, or ‘LEP.’ These individuals may be entitled language assistance with respect to a particular type or service, benefit, or encounter.
What is a patient with limited English proficiency?
Recommended Actions –
Implement protocols to accommodate a patient’s request for language assistance services within three business days in advance of their appointment. Consider using a reputable healthcare language assistance service or free services provided by insurance companies for patients with LEP. Post information telling patients with LEP about the right to receive communication assistance.
Under the Section 1557 Affordable Care Act, healthcare organizations must take reasonable steps to provide meaningful access for and cannot discriminate against patients with Limited English Proficiency (LEP). A patient with LEP is one whose primary language for communication is not English, and whose ability to read, write, speak or understand English is limited (i.e., a non-English-fluent patient or a deaf or blind patient).
What constitutes “reasonable steps to provide meaningful access” for a patient with LEP varies, but generally involves providing services such as oral language assistance or written translation. Language assistance services must be provided free of charge and in an accurate and timely manner. If a patient calls before his or her appointment and requests interpretation or translation services, the practice is allowed a reasonable amount of time to accommodate the request.
It is generally agreed that 72 hours is reasonable; therefore, healthcare organizations should have protocols in place to accommodate a patient’s request for language assistance services within three business days. A healthcare organization is not required to provide in-person interpretation services; video remote interpretation (VRI) or telephone interpretation may be sufficient.
When an interpreter is provided, he or she needs to be a qualified language interpreter — not the patient’s friend or family member. The patient will need to truly understand the risks, benefits and alternatives of treatment to adequately give their informed consent, and a qualified interpreter can ensure that occurs.
It’s also worth noting that inconsistent use of an interpreter or not using interpreters at all can lead to adverse outcomes and a greater risk of malpractice liability. Some of these adverse events include delays in care, inaccurate assessment of the severity and duration of symptoms, and the inability of the patient to inform clinicians of duplicate doses and procedures.
- A covered entity cannot require LEP individuals to use children as interpreters when there are serious concerns such as competency, confidentiality and conflicts of interest.
- Sometimes, a patient prefers and requests to have a family member or friend interpret for them.
- A covered entity may allow the patient’s adult companion to interpret if the companion agrees to interpret, the covered entity’s reliance on the companion is appropriate under the circumstances, and there are no competency or confidentiality concerns.
The patient’s agreement to having a companion interpret, and the absence of competency or confidentiality concerns, should be documented in the medical record. The Office for Civil Rights (OCR) is designated to enforce compliance with Section 1557. If a healthcare organization is not compliant, the OCR can require corrective actions such as revising policies and procedures and implementing training or monitoring programs.
What is LEP and LEP?
What does the phrase ” lep and lep ” mean from the poem HOW TO TELL WILD ANIMALS? Dear Student, Lep means to leap or jump. So “lep and lep” again means the leopard will jump on its prey again and again. Regards, Don’t worry when Google is there : What does the phrase ” lep and lep ” mean from the poem HOW TO TELL WILD ANIMALS?
What is LEP documentation?
If English is not your primary language and you have difficulty communicating effectively in English, you may need an interpreter or document translation in order to have meaningful access to programs funded by the Department of Health and Human Services (HHS).
How does LEP works?
How Does an LEP Flashlight Work? – The process of creating Laser Excited Phosphor light involves emitting a blue laser through a focused lens. This laser hits a phosphor element backed by a metal substrate, which is then reflected converting the beam to a broad-spectrum light. The resulting beam is the telltale bright white and long reaching LEP light!
What is LEP four factor analysis?
The Four Factor Analysis is an individualized assessment that balances the following four factors : The number or proportion of LEP persons served or encountered in the eligible service population. (‘served or encountered’ includes those persons who would be served or encountered by the.
What are the 6 criteria for proficiency in English?
The English language proficiency assessment (ELPA) is administered to English learners (ELs) in grades K through 12 upon their entry into the school system (WIDA Screener) and annually during a testing window in the second semester (ACCESS for ELLs).
The assessment measures a student’s English language proficiency in the areas of listening, speaking, reading, writing, and literacy. ELPA results are reported in six proficiency levels: entering, emerging, developing, expanding, bridging, and reaching. The Alternate ACCESS for ELLs is designed for ELs with significant cognitive disabilities.
In order to receive the most descriptive information from the test, it is very important that only students who meet all three criteria below and who cannot participate in the ACCESS for ELLs—even with the provision of accommodations—shall be considered for the Alternate ACCESS for ELLs.
- the student has been classified as an EL;
- the student has a significant cognitive disability and is eligible for special education services under Individual with Disbailities Education Act (IDEA); and
- the student is in an alternate curriculum aligned with his or her state’s academic standards, and is participating in the state’s alternate accountability assessment.
The Alternate ACCESS for ELLs is available for the 1–2, 3–5, 6–8, and 9–12 grade clusters. English Learner Exit Criteria: ACCESS for ELLs and Alternate ACCESS for ELLs
- ACCESS for ELLs (K-12): Overall composite proficiency level of 4.5 or above
- Alternate ACCESS for ELLs (1-12): Overall composite proficiency level of P2
What is a better way to say limited English proficiency?
From Wikipedia, the free encyclopedia Limited English proficiency ( LEP ) is a term used in the United States that refers to a person who is not fluent in the English language, often because it is not their native language, Both LEP and English-language learner (ELL) are terms used by the Office for Civil Rights, a sub-agency of the U.S.
What does LEP classes stand for?
Terminology The world of second language acquisition has many acronyms. Several of these are included below. In addition, a number of key events and educational terms and that are used with ESL/LEP students and their academic development are important for you to know.
- There will be a quiz on this later.
- ESL = English as a Second Language; English learned in an environment where English is the predominant language of communication.
- EFL = English as a Foreign Language; English learned in an environment where a language other than English is the predominant language of communication.
SLA = Second Language Acquisition; the study of how second and subsequent languages are learned. NS = Native speaker. NNS = Non-native speaker. L1 = First Language, mother tongue; language used first and most often by a speaker. L2 = Second Language; any language learned after the mother tongue; could become dominant language.
LEP = Limited English Proficient; term used denote English language learners where English is the L2 LEP: Limited English Proficient, A student who is not fully English proficient, speaks a language other than English at home, and does not demonstrate English language skills of comprehension, speaking, reading, and writing at a level that would place him/her in a mainstream, English only class setting.
FEP = Fluent English Proficient; educational/governmental term used to designate those English language learners that have reached a specific proficiency in the L2. IEP = Individualized Education Program or Prescription; educational/governmental term used for description of services to be rendered and specified conditions thereof for students with learning disabilities and special needs.
- Bilingual Education (BE) : An educational program in which two languages are used during instruction in order to 1) continue primary language (Ll) development, 2) provide instruction in content in both Ll and L2, and 3) English acquisition.
- BICS : Basic Interpersonal Communication Skills: Skills necessary for functioning in every day life, face-to-face interactions.
These skills usually take about two years to develop in most second language learners. CALP : Cognitive Academic Language Proficiency: The aspects of language linked to literacy and academic achievement. These skills usually take five to seven years to fully develop in second language learners.
Comprehensible Input (CI) : Language that is understood by the learner. Focuses on meaning first and uses simplified speech. Foreigner Talk : The simplified speech native speakers use when talking to foreigners. Caretaker Talk (formerly known as Motherese; this term is now terribly un-PC): The simplified speech that adults use when talking to children just learning to speak.
Least Restrictive Environment (LRE) The basis for educating students with disabilities in classrooms comes from the concept of least restrictive environment (LRE), a provision in the federal laws that have governed special education since 1975 with the passage of PL 94-142.
LRE is a student’s right to be educated in the setting most like the educational setting for nondisabled peers in which the student can be successful, with appropriate supports provided. Mainstreaming and Inclusion are interpretations of LRE. Mainstreaming : Mainstreaming is the term for placing students with disabilities or special needs in general education setting only when they can meet traditional academic expectations with minimal assistance, or when those expectations are not relevant, for example, participation in school assemblies, art, music, health, and physical education in order to have social interactions with the other students.
There is no separation of students based on need or ability. All students are placed in classrooms designed for native English speakers that function at the perceived “normal” level. Inclusion : Inclusion represents the belief that students with disabilities should be integrated into general education classrooms, community activities and resources, and home settings as students who do not have disabilities.
- Within classrooms, students work toward their IEP goals.
- The term inclusion has been broadened in order to create what is known as inclusive learning communities where all children belong, those with and without disabilities and those with linguistic, ethnic, cultural, and socioeconomic differences, such as ESL/LEP students.
Code Switching : The alternate use of two languages. Speaking one language and using words from another, their native language. Pull Out : Classes in which students are withdrawn from the mainstream regular subject classes for one or more periods a week, for English language instruction classes in smaller groups.
- Silent Period : A time during which ESL students observe, gather and absorb information without speaking while developing listening comprehension skills and sorting out structures in the language such as the sound system (phonetics) and vocabulary.
- Students also take in aspects of deep culture that are not taught such as the “common sense” aspects of everyday functioning.
This period varies in length depending on the student. Affective Filter : The psychological barrier that allows input to be filtered through to a language processing mechanism. A high filter is full of anxiety and stress while a low filter has little anxiety increasing comprehension and attention.
Lau vs. Nichols : (1974) The United States Supreme Court decision which found the San Francisco Board of Education failing in the duty of providing equal access to education of Chinese speaking students who were enrolled in mainstream, English only classes. Providing ESL students with the same materials as native speakers does not satisfy the requirement of equal access to education.
Sheltered English : Also referred to as transition or bridge classes, students cover the same content areas as mainstream, English only classes but they do so in a manner that adapts the language components of the classes to meet the needs of the language minority students’ English proficiency levels.
Adaptations include simplified speech, contextualization, task-function orientation, and interactional activities. Transitional Bilingual Program : Content based instruction is given in L1 while students continue to receive ESL instruction. These classes are used until students are able to shift to a complete and proficient use of L2 in content areas.
ESP : English for Special Purposes, Classes are designed to give students instruction in specific content areas. TESOL : Teachers of English to Speakers of Other Languages. This is a national and professional association. Is your head spinning yet? That just scratches the surface, but at least you will be conversant with other professionals in the field.
What does LEP mean in education?
Information for Limited English Proficient (LEP) Parents and Guardians and. for Schools and School Districts that Communicate with Them.
What are LEP priorities?
We’re working closely with the Combined Authority and businesses, local authorities, universities, colleges and community organisations to implement our Strategic Economic Plan that sets out how we intend to achieve this vision. We want to help develop the skills of our workforce, create thousands of new jobs and apprenticeships, help businesses grow, see new homes built and make wholesale improvements in our transport infrastructure to create ‘good growth’, so that everyone can enjoy better opportunities and quality of life.
- Deliver upwards of 35,000 additional jobs and an additional £3.7 billion of annual economic output
- Become a positive, above average contributor to the UK economy, on track to become a near £100 billion economy
- Seek to exceed the national average on high level skills and to become a NEET (not in employment, education or training)-free City Region
- Make good progress on Headline Indicators of growth and productivity, employment, earnings, skills and environmental sustainability.
Achieving our aim of good growth will mean that people are better off, the local economy is transformed and boosted, the environment is improved and government is able to spend less on welfare. Across the Strategic Economic Plan, we have identified a set of Headline Initiatives and action areas that sit under our four priorities.
- These are the vital developments we want to see delivered – or well on the way to delivery – over the next 10 years.
- The headline initiatives are the large scale ‘game changers’ that will make sure we can make real progress towards achieving the City Region’s vision.
- They address key, evidence-based issues and opportunities, span all four priorities of this strategy and will support the principle of ‘good growth’.
These initiatives will be delivered through a wide range of partners, including and going well beyond the LEP and the Combined Authority, and utilising local, national and European funding sources. Priority 1: Growing Business Headline initiatives:
- Implement coordinated and wide ranging action to radically increase innovation
- Become a global digital centre – with specialisms in data storage, analytics, digital health and tech skills
- Boost business growth, productivity, exports and investment by linking businesses to support and funding, including through the LEP growth service, skills service and trade and investment programme
- Business Growth Hub (LEP Growth Service)
- Access to finance
- Supply chain development
- Trade and investment
Priority 2: Skilled People, Better Jobs Headline initiatives:
- Deliver a ‘more jobs, better jobs’ programme to widen employment, skills, apprenticeships and progression opportunities, linked to NEET-free goals
- Devise and deliver a programme of action to increase high level skills and close the gap to UK average
- More and better apprenticeships
- Great education, connected to business
- Employability, access to jobs and realising potential
- Building workforce skills and attracting talent
- Addressing skills gaps and shortages
Priority 3: Clean Energy and Environmental Resilience Headline initiatives:
- Targeted investments and innovation to make the city region a leading-edge centre for zero carbon energy
- Make climate change adaptation and high quality green infrastructure integral to improving the city region economy and its spatial priority areas
- New energy generation
- Resource efficient businesses
- Energy efficiency and empowering consumers
- Green infrastructure
Priority 4: Infrastructure For Growth Headline initiatives:
- Deliver 30+ West Yorkshire Plus Transport Fund schemes and make progress towards a single ‘metro style’ public transport network, connected to major national/northern schemes such as HS2 and Northern Powerhouse Rail
- Develop and regenerate integrated spatial priority areas, supporting employment, quality environments and the building of 10,000-13,000 new homes per year
- Develop an integrated flood risk reduction programme, incorporating flood defences, green infrastructure and resilient development
- Integrated spatial priority areas:
- Urban Growth Centres
- Housing Growth Areas
- Employment Growth Areas
- Transport infrastructure and services
- Integrated flood risk reduction
- Digital infrastructure
What is the name of LEP?
LEP ( Leptin ) is a Protein Coding gene. Diseases associated with LEP include Leptin Deficiency Or Dysfunction and Overnutrition.