Date
Spring 2018
Document Type
Poster Session
Department
Educational Psychology
Advisor
Garry Wickerd, PhD, NCSP, BCBA
Keywords
culturally and linguistically diverse, CLD, cognitive assessment, educational policy, University of Southern Maine, Thinking Matters Symposium
Abstract
Evidence from placement data show that culturally and linguistically diverse (CLD) students are over-identified for learning and intellectual disabilities (Donovan & Cross, 2002). Cognitive assessments play a central role in correctly identifying CLD students for special education services. This study reviewed the literature to determine support for three methods of cognitive assessment with CLD students. Search results revealed that although there was considerable research supporting the use of the Cultural-Linguistic Interpretive Matrix (C-LIM) and Nonverbal Assessment, there was also much research disputing their use. Much of the support the C-LIM and Dual Language Assessment was not from peer reviewed research. Dual Language Assessment appeared to have the most support in the literature.
Start Date
April 2018
Recommended Citation
Pomeranz, Aaron and Luken, Hannah, "Cognitive Assessment of Culturally and Linguistically Diverse Students:Evidence for Current Practices" (2018). Thinking Matters Symposium Archive. 225.
https://digitalcommons.usm.maine.edu/thinking_matters/225
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Special Education and Teaching Commons
