Publication Date
12-1-2025
Description
The disproportionate representation of Culturally Linguistically Diverse (CLD) students in special education remains a critical equity issue in U.S. schools. CLD students–including English Learners (ELs), immigrants, and students from non-dominant cultural backgrounds–face both over- and under-identification for special education services (Artiles et al., 2010). ELs have increased by over 50% in the past decade, yet they continue to experience systemic challenges in identification, placement, and disciplinary actions (NCLD, 2020). Biases in assessment tools and educational policies often lead to misidentification and inequitable treatment of CLD, low-income, and racially minoritized students (NCLD).
As Sullivan (2011) observes: “Educators must be vigilant against using special education as a fall-back option when appropriate language support, instruction, and curriculum are not provided” (p. 330). Given this context, it is critical to assess whether teacher preparation programs equip preservice teachers with the skills to distinguish between linguistic and learning differences and effectively support CLD students.
Type
Report