As our student population becomes more culturally and linguistically diverse (CLD), the field of school psychology continues to have demands to improve upon best-practice procedures in accurately evaluating and identifying students with disabilities, without pathologizing cultural and linguistic differences. Specifically, students in the Armenian American diaspora challenge the existing educational structures of what it means to be culturally and linguistically diverse and highlight the need for culturally responsive and linguistically appropriate practices. The goal of this extended literature review is to inquire about multicultural competencies and critically analyze current CLD evaluation procedures in determining special education eligibility and providing equitable special education services. Implications of this literature review indicate the need to reframe our mindset using multilevel practices embedded within a social justice framework to create equitable access for all CLD students, including considerations specific to Armenian American youth. As a result, a CLD special education needs assessment is proposed at the institutional, interpersonal, and individual levels as a tool for evaluating systemic and professional practices in schools and districts. Additional considerations are proposed regarding academic achievement and educational performance when evaluating CLD students for high incidence disabilities. Finally, recommendations are made for educational practitioners and leaders who specifically work with youth of the Armenian American diaspora. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]