In recent years, possibly as an overreaction to the identified problems of misdiagnosis, a different problem has surfaced. It is the objective of fair and appropriate assessment to document any potential difficulties and then to differentiate between those due to intrinsic disorders and those due to cultural and linguistic differences and other intrinsic factors. However, it is vital to distinguish students who are experiencing difficulties in school because of limited English skills from students who are handicapped. High risk predictors and prereferral screening for language minority students. National Clearinghouse for Bilingual Education.
Special education Needs in bilingual programs.
College Hill Press. Preventing inappropriate referrals of language minority students to special education. Occasional Papers in Bilingual Education. NCBE New Focus No. 5. Limiting bias in the assessment of bilingual students.