Minority exceptional learners confront multidimensional problems in schools and communities. One such problem is the issue of teacher expectation. Current laws require general and special educators to identify, assess, place, and instruct their students in a manner that does not label them or destroy their self-concepts. Ironically, these special education processes are loaded with presumptions and expectations that in themselves lead to discriminatory generalizations and illusory conclusions. In this article, I respond to this critical issue using pertinent cases that reveal the impact of teacher expectations on the “accuracy” or “inaccuracy” of self-concepts of minority exceptional learners. In addition, I discuss innovative techniques that reduce stereotypic labels and enhance “accurate” self-concepts.
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