Volume 21, Issue 4 (1992)
Intellectual Assessment Of Children From Culturally Diverse Backgrounds
A long-standing criticism of standardized tests of intelligence is their inappropriateness for the assessment of intellectual competence of children from cultural diverse backgrounds. The purpose of this article is twofold: (a) to examine the assumptions and premises of standardized tests of mental ability and review the extant theories and research on intellectual functioning of children from culturally different backgrounds, and (b) to discuss the implications of these issues and perspectives for new directions for intellectual assessment for children from culturally different backgrounds. The article closes with recommendations for change in the training and practice of school psychologists working with these children.
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