The influence of culture and language in cognitive assessment: implications for learner placement and schooling.
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Date
2019
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Abstract
The implementation of inclusive education in South Africa has led to an increased number of
learners that are alternatively placed in special schools. The purpose of this study was to
explore the influence of culture and language in cognitive assessment of learners; and how
assessment practitioners accommodate such influence when making learner placement
recommendations. The results of this study should contribute to the research in the area of
cognitive assessment of learners in South Africa; and assist assessment practitioners when
making educational decisions about learner placement. A semi-structured individual interview
was conducted with six black psychologists in Pietermaritzburg. The results of this study show
that culture and language influence the test performance of learners whose mother tongue is
not the language of the assessment instrument. Although assessment practitioners put effort in
accommodating such influence by sing cognitive assessment results with other sources of
evidence, some learners are incorrectly placed in special schools. This study reveals a need for
locally created new cognitive assessments.
Description
Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.