A Psycho-Educational Assessment for Learners with Learning Disabilities in New Zealand
DOI:
https://doi.org/10.47604/ijp.1888Keywords:
Psycho-Educational Assessment, Learning Disabilities, New Zealand, Basic Education, Specific Learning Disability (SLD).Abstract
Purpose: The purpose of this study was to analyze the determinants of psycho-educational assessment for learners with learning disabilities (LD) in New Zealand.
Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low-cost technique as compared to field research, as the main cost is involved in executive's time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
Results: The results revealed that there exist conceptual and contextual gaps relating to the study on psycho-education for learners with learning disabilities in New Zealand. Preliminary empirical review reveals that main challenges in psycho-educational assessment were linked to lack of proper stakeholder collaboration and interests, inadequate funding and resources, time taken in assessment and community backgrounds of the learners.
Unique Contribution to Theory, Practice and Policy: The transformative paradigm may be used to provide a framework for research in the disability communities that is more attuned to handling diversity within, aims to build on strengths within communities, develops solidarity with other groups which are marginalized, and changes its identity politics to a socio-cultural perspective.
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