School Psychologists and the Assessment of Culturally and Linguistically Diverse Students

In recent years, school psychologists have increasingly recognized the importance of using valid and reliable methods to assess culturally and linguistically diverse (CLD) students for special education eligibility. However, little is known about their assessment practices or preparation in this area. To address these questions, a Web-based survey was developed and sent to practicing school psychologists. This article presents the survey results (n = 140) and implications for the effective assessment of CLD children and adolescents. Participants reported conducting comprehensive assessments to determine eligibility for special education among CLD students. Over half of the respondents reported using interpreters to assist with assessment; however, only a small percentage felt their interpreters were “well” or “very well” trained. The majority of the participants reportedly received training on assessing CLD students at the graduate school level; a practice that holds promise for the increased preparation of future practitioners. The results also highlight a continued need for training in selecting appropriate assessment instruments. Recommendations for graduate trainers and practicing school psychologists are provided.