Presented by: Stewart and Suzuki

This session will address critical issues confronting clinicians around culture and assessment in the identification of students with specific learning disabilities (SLD). Coverage of critical historical and contemporary factors underlying oppression and marginalization of members of diverse cultural groups will be presented. There will be an examination of equity issues and educational disparities related to BIPOC student executive functioning deficits and strategies for direct intervention will be explored. Challenges facing the selection and use of tests in the process of SLD identification will be highlighted along with limitations in current applications. Clinical practice guidelines will be discussed as they pertain to assessment procedures in an intersectional cultural context. Strategies will be applied to cases for discussion.