te students in twenty-five of the nations twenty-six largest urban school systems” (Robson,1998:211), and when it is estimated that “minority groups, taken together, will outnumber the current white majority in the overall population by 2056” (Robson,1998:211), never has the discussion about multicultural education been more intense. At the same time, never has the necessity to address the needs of non-English speaking immigrant children been more imperative. In fact, according to Mitchell and Salsbury (1996) “the number of language-minority students in the United States was estimated at 9.9 million in 1994” (p.223-224).Current Issues:Students from racial and ethnic minority backgrounds are more likely to be disproportionately placed in special education programs and classes. Some groups of students are under-represented in special education and over-represented in programs for gifted and talented students. Such disproportionate representation of minority groups is an ongoing national problem. Disproportionate representation is a complex problem, and fixing it calls for pervasive strategies. Reducing over-representation of minority students in special education calls for creating a successful school environment for all students and accurately distinguishing disabilities from cultural differences. It is important to understand that the risk of low academic performance and challenging behaviors does not reside solely within the child or family. Instructional, classroom and school variables can and do contribute to academic problems. Educators need to be aware of the cultural influences on behavior. They may need training to develop their knowledge of cultural beliefs, values, behaviors and expectations, as well as their own attitudes, values and perspectives toward diversity. They should know how to use cross-cultural communication skills with students, families and community members and be able to develop, e...
