Grappling with the Intersection of Language and Ability Differences: Equity Issues for Chicano/Latino Students in Special Education: Alfredo J. Artiles, Federico R. Waitoller, and Rebecca Neal

The purpose of this chapter is to present a critical synthesis of the scholarship about how ability and language differences have been addressed in the United States educational system, with an explicit focus on Chicano/Latino2 students, and to reflect on future directions for this scholarship. We examine research evidence and theory on Chicano/Latino students as well as on immigrant and English language learners3 (ELLs) as an indirect means to gauge various aspects of the educational experiences of Chicano/Latino students. After all, 53% of immigrant students and 79% of ELLs are of Chicano/Latino descent (García & Cuéllar, 2006).