Psychoeducational assessment of native students : a native perspective

Abstract

This thesis describes the issues surrounding the education and psychoeducational assessment of Native children. It reviews literature on the nature of intelligence, its assessment and the problem of bias. A discussion about Native learning styles and childrearing practices within a Native social context is reviewed. Based on the review of literature, a model was developed to illustrate the various factors involved in Native childrearing. While this model is not final nor meant to encompass all childrearing practices it exposes a new area of exploration in Native education, particularly for considering the potential and actual incongruencies of psychoeducational assessment of Native children. Conclusions and recommendations are provided so that examiners and teachers involved in Native psychoeducational assessment might become more sensitive in accommodating to specific situations.