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Frequently Asked Questions
How does cultural competence differ from cultural awareness?
Cultural knowledge and cultural
awareness both convey the idea of improved cross-cultural capability. However,
cultural competency emphasizes a professional’s ability to effectively operate within different cultural contexts, whereas
cultural awareness refers an individual’s sensitivity and understanding
towards members of other ethnic groups. For a detailed explanation,
please visit http://cecp.air.org/cultural/Q_howdifferent.htm.
Does NASP offer training on topics relating to culturally competent
practice?
NASP is pleased to offer training that relates to culturally competent practice
through a wide variety of workshops and special sessions at the association's
annual conventions and summer conferences. For information about professional
development sessions addressing culturally competent practice, please visit http://www.nasponline.org/conventions.
Does NASP offer bilingual school psychology certification?
NASP often receives questions regarding the competencies needed to assess
students who are English Language Learners (ELL’s). While NASP does not
offer bilingual certification or currently have a list of competencies needed
to work with this special population, other organizations and a few states
have begun to form guidelines for competency.
The following states and/or state organizations provide a comprehensive
guide that could be used as a model for interested individuals to determining
minimum competencies needed for the assessment of ELL’s and/or bilingual
students.
California – Specialized
Certificate for the Assessment of ELL’s
http://www.caspsurveys.org/
NEW/english_learners.asp
The California Association of
School Psychologists (CASP) has developed a certification program that
addresses competencies needed to provide assessment of ELL’s. While this
program is only available to credentialed school psychologists in California, the requirements provide a general idea
of competencies needed to effectively assess ELL students.
1. Valid California School Psychologist Credential
2. Two
year (or full-time equivalent) practice working as a school psychologist
3. Documentation
of 15 hours of post credential training in the following areas (Minimum
of 3 hours in each area):
- Second Language Acquisition
- Educating English Learners
- Culturally and Linguistically
Diverse Perspectives
- Bilingual Assessment
4. Attendance
at one required, 16-hour workshop designed and sponsored by CASP. This
workshop will be offered at selected CASP conferences and training events.
5. Submission of
one comprehensive case study of an English learner that incorporates content
learned in the training.
New York - Bilingual
Extension
http://www.vesid.nysed.gov/
lsn/bilingual/trainingmodules05rr.pdf
The New York State Education Department has developed specific guidelines
for assessment of ELL students. New York guidelines specifically address
the competencies needed for a “bilingual” school psychologist.
1. Language proficiency in English
and the student/youth's primary language including:
- oral communication with children and parents in general communication,
assessment and intervention situations;
- reading and writing; and
- technical language associated with psychological assessment.
2. Knowledge of the culture of the child/youth's language group and an understanding
of the impact of culture on performance and behavior.
3. Professional experience with
culturally and linguistically diverse (CLD) children and youth.
4. General knowledge of psycho-educational
assessment and report writing for CLD children and youth in English and
the primary language including the:
- limitations of assessment for CLD children and youth;
- selection of appropriate instruments for CLD children and youth;
- adaptation of available instruments for CLD children and youth;
- use of qualitative and alternative assessment techniques; and
- ability to interpret assessment data through the integration of socio
cultural background, experiential background and socio-linguistic developmental
factors.
5. Knowledge of instructional interventions appropriate to the needs of
CLD children and youth in general and special education settings including
but not limited to native language and English as a second language instruction.
6. Knowledge of mental health interventions appropriate to the needs of
CLD children and their families.
Additional information: NCSP certification
and NASP’s National School Psychology Certification and Licensure
Online Resource List.