The increasing tendency of immigration and forced migration practices around the world has made countries’ populations culturally and linguistically diverse. Australia is considered one of the most culturally diverse countries in the world. Consequently, the proportion of school-aged children with different culture and language is also increasing. Thus, school psychologists and guidance counsellors face the challenge of designing fair assessment practices and sound interventions for culturally and linguistically diverse (CALD) students who experience difficulties with their learning. Although many multicultural countries have extensive research regarding the assessment of learning difficulties in CALD students, Australia lacks this research. This study explored the most common assessment strategies that school psychologists and guidance counsellors usually implement in their assessment of CALD students. These results were then compared to a best practice model from the literature. In order to understand the current practices of school psychologists and counsellors in Australia who have assessed CALD children, a survey was administered to 34 school psychologists and counsellors. It was found that the reported strategies and protocols were very close to the ones proposed by experts, which was an unexpected outcome of this study. Implications for school psychologists and counsellors are discussed.

中文翻译：

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评估文化和语言多样化的学生的学业困难

世界各地移民趋势和强迫移民做法的增加使各国人口在文化和语言上变得多样化。澳大利亚被认为是世界上文化最多元化的国家之一。因此，具有不同文化和语言的学龄儿童的比例也在增加。因此，学校心理学家和辅导员面临着为在学习上遇到困难的文化和语言多样化 (CALD) 学生设计公平评估实践和合理干预措施的挑战。尽管许多多元文化国家对 CALD 学生学习困难的评估进行了广泛的研究，但澳大利亚缺乏这项研究。本研究探讨了学校心理学家和辅导员在评估 CALD 学生时通常实施的最常见的评估策略。然后将这些结果与文献中的最佳实践模型进行比较。为了了解澳大利亚学校心理学家和辅导员评估 CALD 儿童的当前做法，对 34 名学校心理学家和辅导员进行了一项调查。结果发现，报告的策略和方案与专家提出的非常接近，这是本研究的意外结果。讨论了对学校心理学家和辅导员的影响。为了了解澳大利亚学校心理学家和辅导员评估 CALD 儿童的当前做法，对 34 名学校心理学家和辅导员进行了一项调查。结果发现，报告的策略和方案与专家提出的非常接近，这是本研究的意外结果。讨论了对学校心理学家和辅导员的影响。为了了解澳大利亚学校心理学家和辅导员评估 CALD 儿童的当前做法，对 34 名学校心理学家和辅导员进行了一项调查。结果发现，报告的策略和方案与专家提出的非常接近，这是本研究的意外结果。讨论了对学校心理学家和辅导员的影响。