Author: Poh Yee GohPublisher:
ISBN:
Category : Constructivism (Education)
Languages : en
Pages : 45
Book Description
This paper literature review and critical analysis examines the issue of cognitive assessment of culturally and linguistically diverse (CLD) children. Cognitive assessment can be complicated when assessing students who are culturally and linguistically diverse. The change in demographics of the United States schools over the past decades has brought many concerns and debates to current assessment practice. Some of the current challenges faced in schools are addressed, including disproportionate number of students into special education, lack of bilingual school psychologists, and lack of training among school psychologists. Given all these possible barriers faced in schools, school psychologists encounter with the heightened challenge of developing best practice of culturally competent assessments. Several legal cases and ethical standards are addressed that suggest school psychologists should always be responsible in conducting nondiscriminatory assessment to CLD individuals. Suggested best practices are also discussed including the CHC cross-battery assessment, nonverbal assessment, and testing in CLD student's native language. Future directions and recommendations for school psychologists are also addressed.
