Training Guides for the Head Start Learning Community:
Individualizing: A Plan for Success
Appendix B continued
| Contents
| Preface
| Introduction
| Module 1
| Module 2
| Module 3
| Module 4 | |
Ensuring Culturally Sensitive Screening and Evaluation:
A Questionnaire for Professionals
Review the Instrument
- With what cultural group was this screening or evaluation instrument tool normed? Is it the same culture as that of the child I am serving?
- Does the instrument have any cultural biases? Was it reviewed by members of the cultural group served?
- After modifying or adapting a standardized instrument:
Have I received input on the changes to be certain it is culturally appropriate?
When interpreting and reporting screening and evaluation results, have I made clear reference that the instrument was modified and how?
- When using a standardized or modified instrument, have I carefully scored and interpreted the results in consideration of cultural or linguistic variation?
Seek Community Input
- Have representatives from the cultural community met to create guidelines for culturally competent screening and evaluation for children from that group?
- Has information about child-rearing practices and typical child development been gathered and recorded for use by those serving the families?
- What are the child-rearing practices of this cultural group? How do these practices affect child development?
Examine Personal Biases
- What are my own values and biases regarding child-rearing practices and the kind of information gathered in the screening and evaluation process?
- Can I use nondiscriminatory and culturally competent skills and practices in my work with children and families?
Ask for Family Input
- How can I involve parents and other family members in gathering information for the screening and evaluation?
- Who are the people with whom the child spends time? What is the level of acculturation of these individuals?
Build Professional Skills and Knowledge
- Where can I get the specific cultural or linguistic information that I may need to be culturally competent in the screening and evaluation process?
- Do I have bilingual or bicultural skills? If not, who can provide direct service or consultation as an interpreter or mediator? What skills should an interpreter or mediator have?
- Have I participated in training on cultural competence in screening and evaluation?
- Do I continue to develop my knowledge base through additional formal training and by spending time with community members to learn the cultural attributes specific to the community and families I serve?
- Is there a network of peer and supervisory practitioners who are addressing these issues? How can I become a participating member?
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