The Implications of Ignoring the Cultural and Linguistic Needs of Children With Disabilities During Psychological Assessment: A Critical Analysis

Stanley Makuvaza

doi:10.25159/2312-3540/15710

Authors

Stanley Makuvaza University in Zimbabwe

DOI:

https://doi.org/10.25159/2312-3540/15710

Keywords:

Disabilities, Psychological assessment, Standardised tests, linguistic diversity, cultural diversity

Abstract

This study explored the implications of leaving out the cultural and linguistic perspectives of children with disabilities during psychological assessment. Psychological assessment plays a pivotal role in identifying the needs of children with disabilities. However, traditional assessment tools often fail to account for cultural and linguistic diversity, which can negatively impact diagnostic accuracy and appropriateness of intervention. This article aimed to critically analyse the implications of ignoring the cultural and linguistic needs of children with disabilities during assessment through a comprehensive review of the literature. By examining existing literature, case studies, and expert opinions, the article aimed to promote awareness and understanding of the significance of cultural and linguistic considerations in psychological assessment, ultimately advocating for more inclusive and equitable practices.

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