By Rodrigo Toniol
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Review of Educational Research, 74(1), 1–28. Artiles, A. , Salazar, J. , & Higareda, I. (2002). English language learner representation in special education in California urban school districts. In D. J. Losen & G. ), Racial inequity in special education (pp. 117–136). Cambridge, MA: Harvard Education Press. Bolt, S. , & Thurlow, M. L. (2004). Five of the most frequently allowed testing accommodations in state policy. Remedial and Special Education, 25(3), 141–152. Cabassa, L. J. (2003). Measuring acculturation: Where we are and where we need to go.
We fully acknowledge in this chapter that ‘‘fair assessment is inseparable from fairness in access opportunities and in what the curriculum offers’’ (Stobart, 2005, p. 278). Neglect of the role of the sociocultural context in which testing takes place absolutely collides with the ideal of equity in assessment. This chapter is based on the one authored by Amado Padilla and Antonio Medina that appeared in the first edition of the Handbook of Multicultural Assessment and was subsequently updated by Amado Padilla for the second edition of the Handbook.
The author introduces the Cultural Assessment Interview Protocol, a semistructured, field-tested cultural assessment tool. CHAPTER ONE Issues in Culturally Appropriate Psychoeducational Assessment Amado M. Padilla Graciela N. Borsato T here is a long-standing debate regarding appropriate assessment strategies for use with women, the economically disadvantaged, racial/ethnic minorities, language minorities, and individuals with disabilities. Indeed, psychoeducational assessment is an area of professional practice that has been often criticized for its contribution to the perpetuation of social, economic, and political barriers confronting these various groups (Gregory and Lee, 1986; Mensh and Mensh, 1991).
[Article] Alternative Therapies by Rodrigo Toniol