Cultural Diversity, Mental Retardation, and Assessment: The Case for Nonlabeling.

Autor/in	Mercer, Jane R.
Titel	Cultural Diversity, Mental Retardation, and Assessment: The Case for Nonlabeling.
Quelle	(1976), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Adolescents; Black Students; Cultural Pluralism; Educational Diagnosis; Elementary School Students; Measurement Techniques; Medical Evaluation; Mental Retardation; Mexican Americans; Minority Group Children; Preschool Children; Social Development; Test Construction; White Students; California + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kulturpluralismus; Pedagogical diagnostics; Pädagogische Diagnostik; Messtechnik; Geistige Behinderung; Hispanoamerikaner; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Testaufbau; Kalifornien
Abstract	The System of Multicultural Pluralistic Assessment (SOMPA) is designed for use in a culturally diverse society. The system was developed on 700 English-speaking caucasian children (hereafter called Anglos) from the anglo core culture, 700 black children, and 700 Latino Children (90 percent were of Mexican-American heritage) five through eleven years of age. The SOMPA is a system of assessment which triangulates the evaluation process. It looks at the child through a Medical Model and screens for possible anomalies indicated by the Health History, performance on the physical Dexterity Battery, or tests of Vision or Hearing. Using a Social System Model. It looks at the child's performances in family roles, nonacademic school roles, peer group roles, community roles, earner/consumer roles, self-maintenance roles, and academic school roles. Using a Puralistic Model, it evaluates the child's performance relative to others from the same sociocultural background and makes inferences about the child's Estimated Learning Potential. Through this process, it is hoped that the non-anglo child whose potential may be masked by the distance between the child's location in sociocultural space and the culture of the school will be identified. (Author/JM)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC