This collection of articles focuses on the paradigms, research, policies, and daily school practices that tend either to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents. Articles in this issue include: (1) "Developing a Multicultural and Student-Centered Educational Environment for Students with Serious Emotional Disturbances" (Brian Kai Yung Tam and Ralph Gardner), which focuses on the use of a multicultural and student-centered pedagogy and curriculum for students with serious emotional disturbances, including strategies such as cooperative learning, peer tutoring, and "low-tech" strategies; (2) "Ethnic Minority Scholars Writing for Professional Publication: From Myths to Reality" (Fred Spooner, Bob Algozzine, Martha Thurlow, Festus E. Obiakor, and Bill Heller), which explores misconceptions about professional writing that detract from productivity, offers suggestions on how to make writing a part of a regularly scheduled activity, and provides perspectives from ethnic minority scholars; (3) "Success with a Student with Limited English Proficiency: One Teacher's Experience" (Whitney Hosmer Rapp), which describes the successful remedial activities that were used with a Vietnamese speaking fourth grader with a learning disability; (4) "Making Connections: Developing Strategies To Teach African-American Gifted Learners Effectively" (Joy L. Baytops and Dennis Reed), which discusses the diverse characteristics of African-American gifted learners and provides a rationale for designing specific institutional programs to meet their needs; and (5) "Understanding and Serving American Indian Children with Special Needs" (Helen Bessent Byrd), which presents an interview with three Native American professionals about critical educational issues and possible solutions to problems confronting Native American students. (Most articles contain references.) (CR)