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Assessment for Effective Intervention
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What's this?

Culturally Responsive Assessment for African American Students with Learning and Behavioral Challenges

Cathy D. Kea

North Carolina A&T State University

Gloria D. Campbell-Whatley

University of North Carolina - Charlotte

Kenya Bratton

San Diego City Schools

Inappropriate assessment procedures result in the misdiagnosis, misidentification, and misplacement of many African American students in special education. This article discusses poor teacher judgment, lack of cultural awareness among teachers, cultural discontinuity between home and school, and bias inherent in current tests used in special education as contributing factors. The authors conclude with a model for culturally responsive assessment of African American learners.

Assessment for Effective Intervention, Vol. 29, No. 1, 27-38 (2003)
DOI: 10.1177/073724770302900104
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[Abstract] [PDF]