Culture has been found to be a confounding variable in the accurate assessment of affectively and cognitively disabled students, especially when the student is a member of a minority group. Because of differences, including differences in expectations, among members of minority and majority cultures, culturally laden behaviors may be interpreted as abnormal by the majority culture. Identification as a member of a minority group has been linked by research to proportionately higher levels of labeling of affective and cognitive disabilities than typically found in the majority population. Affective disabilities, which are displayed as excesses of inappropriate or disruptive behaviors, may be due in part to mismatches between cultural values and expected behaviors. The identification of cognitive disorders based on low intellectual functioning or specific learning disabilities has been found to be associated with language deficits that can be compounded or misinterpreted in minority students. The problems inherent in assessment may be improved in the future, but it will always be necessary to consider cultural factors in educational assessment practices. (Contains 14 references.) (SLD)