Reasons for the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education are multifaceted and shaped by the cultural experiences of students and professionals. With this perspective in mind, this article presents a comprehensive approach to identifying and addressing issues of disproportionate representation. Specifically, a list of questions that can be used to examine the extent to which issues and factors of disproportionality exist in schools is presented as well as strategies to address the needs of students from culturally and linguistically diverse backgrounds.
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