Implications of Psychological and Educational Research for Assessment and Instruction of Culturally and Linguistically Different Students

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Abstract
This article contains suggestions for assessing and instructing culturally and linguistically different students. Special emphasis is placed on ways to distinguish those who are truly learning disabled from students who differ from the mainstream U.S. populations due to their unique cultural and linguistic background. The article focuses on how to reduce and circumvent the bias found in most widely used educational tests by paying increased attention to students' strengths and previously gained knowledge.