Best Practices in the Assessment for Culturally and Linguistically Diverse (CLD) Students with Disab

Best Practices in the Assessment for Culturally and Linguistically Diverse (CLD) Students with Disab

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1 Running Head: Best Practices in the Assessment for Culturally and Linguistically Diverse Best Practices in the Assessment for Culturally and Linguistically Diverse Students Nicole Costello, MSW Concordia University
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2 Running Head: Best Practices in the Assessment for Culturally and Linguistically Diverse Best practices should be considered when assessing culturally and linguistically diverse (CLD) students with disabilities. It can be very complex how to determine struggles in academics and whether they are due to ineffective instructional programs, factors in the second language acquisition process, acculturation, low socioeconomic background or a disabilities. Traditional assessments can often provide lower estimates of a CLD student’s actual skills and knowledge and therefore it makes it more difficult to understand where their struggles stem from. This is because most assessments are based from a middle class, English speaking, Anglo perspective and were not normed to any other cultures, languages, or socioeconomic statuses (Oregon Department of Education, 2007). Therefore, it is vital for educators and those assessing CLD students to attend professional development around cultural humility as well as training surrounding factors that impact CLD students. Learning differences in CLD students could be a learning problem or not. Educators should be looking at the students’ socioeconomic environment and the possible disadvantages and whether the students’ environment may be causing a delay.
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