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Pearson Webinar – Culturally and Linguistically Diverse Students (CLD) and Cognitive Assessment
Questions for discussion:
What are characteristics of CLD students?
Why do we assess cognitive functioning?
What does information processing (cognitive efficiency) have to do with learning?
What did you learn about standardized tests as it relates to CLD students?
How do you handle test results when the child tested (examinee) differs from the reference group (norms)?
What was the point of the cartoon “climbing the tree”?
Cognitive abilities are influence by culture – how so?
Which cognitive factor has the highest level of cultural loading?
Describe acculturative knowledge as compared to language proficiency.
Why is VCI important to assess ?
How does one evaluate test score validity for the CLD learner?

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Section I: INTRODUCTION TO THE STUDY Introduction The country is encountering a basic deficiency of medical care suppliers, a lack that is supposed to increment in the following five years, similarly as the biggest populace in our country’s set of experiences arrives at the age when expanded clinical consideration is vital (Pike, 2002). Staffing of emergency clinics, facilities, and nursing homes is more basic than any time in recent memory as the huge quantities of ‘gen X-ers’ start to understand the requirement for more continuous clinical mediation and long haul care. Interest in turning into a medical caretaker has disappeared lately, likely because of the historical backdrop of the extraordinary and requesting instructive cycle, low compensation, firm and extended periods of time, and fast ‘wear out’ of those rehearsing in the calling (Wharrad, 2003). A complex oversaw care climate in this country is restricting the dollars accessible to be spent on nursing care. Numerous wellbeing callings, particularly>

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