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Cultural Competence in Cognitive Assessment: A Syllabus Review of School Psychology Training Programs
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DOI：10.1080/2372966X.2026.2652220.png)
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Abstract
En 中文
Cognitive assessment represents a central responsibility of school psychologists in K–12 settings and plays a critical role in determining special education eligibility. Although the American Psychological Association (APA) identifies cultural competence as a core professional expectation, limited research has examined how explicitly this training is embedded within cognitive assessment coursework. This study conducted a secondary analysis of 90 syllabi from APA- and NASP-accredited programs amid the rise of antidiversity, equity, and inclusion (DEI) legislation in states such as Ohio, North Carolina, and Texas, and the APA Commission on Accreditation’s temporary suspension of diversity standards. Findings revealed that most syllabi incorporated diversity learning objectives (91%), culturally focused readings (78%), and content on cultural responsiveness (87%). Additionally, a substantial proportion addressed test bias (74%) and test fairness (67%). Results underscore the profession’s commitment to multicultural competence and highlight the need to document baseline DEI integration amid shifting policy contexts.
Impact Statement
This paper highlights the importance of integrating diversity and cultural responsiveness within cognitive assessment training in school psychology programs. Findings reveal that most APA and NASP accredited programs, prior to the implementation of recent anti-DEI legislation, included diversity content through learning objectives, culturally focused readings, and discussion of test bias and fairness. These results emphasize the need to maintain DEI focused instruction to ensure culturally competent assessment practices.
Keywords:
cognitive assessment
learning objectives
diversity
Katya J. Sussman-Dawson
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