ABSTRACT
Over the last several decades, there has been increased awareness of the difficulties encountered by culturally and linguistically diverse (CLD) children entering the school system (Fong, 2004; Gopaul-McNicol & Thomas-Presswood, 1998; Tabors, 1997). These children are often referred to as English-language learners (ELLs) or bilingual students. One of the major problems faced by these students is their overreferral and overrepresentation in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Grossman, 1995; New York State Education Department, n.d.).
