ABSTRACT
The over-and underrepresentation of students from culturally and linguistically diverse (CLD) backgrounds in special education have been persistent concerns for more than three decades (Artiles & Zamora-Duran, 1997; Coutinho, Oswald, & Best, 2002; Dunn, 1968). For example, during the 1998-1999 school year, African American youth accounted for 14.8% of the general population, with 18.3% of the population identified with learning disabilities (LD). Hispanic American youth accounted for 14.2% of the general population, with 15.8% of the population identified with a learning disability. Learning disability continues to be the most prevalent eligibility category for all students, representing more than one half of the students with disabilities served under the Individuals With Disabilities Education Act (IDEA; U.S. Department of Education, 2001). U.S. Department of Education data analyses indicate overrepresentation of Native American students in classes for learning disabilities, underrepresentation of Hispanic and Asian Pacific Islander students in the LD category, and overrepresentation of African American students in the mentally retarded and emotionally disturbed categories. CLD students, particularly African American and Hispanic American students, are underrepresented in gifted education programs (National Alliance of Black School Educators, NABSE, & IDEA Local Implementation by Local Administrators, ILIAD, Project, 2002).
