representing the range of experiences that culturally and linguistically diverse students are apt to face in school. They examine the childrenÂ’s experiences, their familiesÂ’ interactions with school personnel, the teachersÂ’ and schoolsÂ’ estimation of the children and their families, and the school climate that influences decisions about referrals. Based on the authorsÂ’ work in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice and teacher training and for policy renewal. Features: * Examples that reveal how social processes and stereotypical expectations often lead to an inaccurate designation of disability. * Real-life portraits showing that "risk" exists in schools, not only in families and communities. * Recommendations for improving the placement process, including provisions based on a demonstrated need, rather than on a disability classification.

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