ABSTRACT
It is evident from a review of previous research that the interrelationship of cultural and educational characteristics is central to answering questions about appropriate identification and instruction of culturally and linguistically diverse (CLD) exceptional children. It is also evident from a review of these studies that the results of acculturation research have not been considered in this interrelationship. Indeed, acculturation plays a major role in gaining a better understanding of the education of CLD students (Rogler, Cortés, & Malgady, 1991).
