Introduction

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides guidelines for general education teachers to determine if culturally and Linguistically Diverse (CLD) and English Language Learner (ELL) students in their classroom are experiencing typical language and cultural differences, or if they have a learning disability, or both. It offers a critical context of supporting CLD and ELL students by describing reasons for overrepresentation of this student population in special education, as well as how teacher education programs have historically been remiss in training classroom teachers in this area. The book discusses the process to ensure appropriate identification of CLD/ELL's cultural, linguistic, and socioemotional needs by providing ways to differentiate language differences from learning disabilities. It shows that the readers how to connect their own and their students' cultural assets to content, review language acquisition stages and design corresponding appropriate instruction.