The present article examines a process developed within Brisbane Catholic Education to reduce bias in assessment of students from refugee backgrounds when there is a concern about a possible intellectual disability. Several factors impacting upon assessment are described including previous trauma, language, lack of previous schooling and acculturation difficulties. A proactive process (Support Process for the Assistance and Assessment of Students from Refugee Backgrounds) is described involving broad-based, longitudinal collection of data by the school psychologist as part of a support team. Factors to consider in conducting standardised psychometric assessments are discussed. Strengths and limitations of this process as well as the need for future research into its effectiveness are summarised. (Description from source)
