The issue of disproportionality, or the over-representation of students from culturally and linguistically diverse backgrounds in special education, has long been a challenge for school districts. This issue predates the implementation of PL 94-192. School building administrators are seen as agents of change, responsible for setting expectations…

This is a scoping review driven by the broad research question: What are Latinx caregivers' specific facilitators and challenges, if any, in getting a timely diagnosis/identification for their child with autism? Our search resulted in 128 articles across various disciplines. A total of 43 articles were included in the final article set. Employing…

This research study was a qualitative narrative inquiry study guided through two theoretical frameworks, LatCrit and DisCrit. The experiences of six Latinx elementary school principals as students, educators, and leaders were researched to see how their experiences and knowledge influence their leadership while leading at a predominantly Latinx…

Although the prevalence of autism continues to rise, identification disparities across race/ethnicity and gender persist in schools. The under- and overidentification of specific populations receiving special education services under the classification of autism contribute to misappropriation or lack of intervention services for students.…

Anti-Black racism is a pervasive issue in the autism field that affects the autism service pathway, which ranges from identification of concerns to ongoing service navigation. In this short report, we provide a working model of the autism service pathway and highlight ways in which anti-Black racism affects all components of the pathway. We…

In public schools, Asian American and Pacific Islander (AAPI) students are overidentified with autism (AU) but are underrepresented in other special education categories. Such patterns may be result, in part, from overaggregation of data from students representing diverse AAPI ethnic groups. Yet, professionals' implicit biases, limited cultural…

When an English learner is referred for an evaluation for disability and possible special education services, educators must establish a trusting relationship with that student's family, clarifying the process for them and making the family part of all decision making. Urtubey explains cultural differences we should be aware of in how many Latinx…

Purpose: The purpose of this paper is to present a brief exploration of the disproportional representation of African American students in special education with a focus on addressing racial bias in the identification process at the school level. Design/methodology/approach: This inquiry was conducted through a literature search of data and extant…

This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into…

This report discusses assessment procedures for young children who are culturally and linguistically diverse and describes three practices that the authors feel should be added to the currently recommended DEC practices. In the first place, professionals should gather information prior to assessment to determine whether a child should be referred…

This paper discusses the under-identification of Asian-origin students with disabilities and strategies for developing an educational environment sensitive to and supportive of the educational rights of all students with disabilities as guaranteed under the Individuals with Disabilities Education Act. It begins by discussing the unique problems of…

Discusses the use of a sociocultural perspective on learning and learning disabilities for understanding learning problems within culturally diverse groups. Reviews assumptions about ethnicity and culture (supposed homogeneity within cultures) and describes ways to distinguish ethnicity and culture. Discusses implications for assessment,…

Many migrant students are not identified for needed special education services in a timely manner. This digest describes the obligations of schools to provide such services, and discusses approaches for student referral, assessment, and placement and working with migrant families. Federal mandates concerning special education are summarized, and…

Discusses cases that reveal the impact of teacher expectations on the accuracy or inaccuracy of self-concepts of children with exceptionalities from minority-group backgrounds. Fifteen teacher beliefs that will benefit new and seasoned practitioners as they identify, assess, place, and instruct minority children are provided. (CR)

This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond, including: grapple with beliefs, build functional cultural knowledge, and…