Misidentification, Misplacement, and Missed Opportunities: Addressing the Misrepresentation of CLD Students in Special Education

Jolanta Jonak

doi:10.71358/ijpint.2620

Published: 2025-09-08

Vol. 12 No. 1 (2025)

Misidentification, Misplacement, and Missed Opportunities: Addressing the Misrepresentation of CLD Students in Special Education

Jolanta Jonak

Section: Articles

https://doi.org/10.71358/ijpint.2620

Abstract

The misrepresentation of culturally and linguistically diverse (CLD) students in special education continues to pose a significant challenge for equitable educational practice. This integrative literature review examines patterns of overrepresentation, underrepresentation, and misclassification of CLD learners in U.S. special education, with attention to historical, policy, instructional, and assessment-related influences. A systematic review of peer-reviewed research and policy literature published between 1970 and 2025 was conducted across the fields of special education, bilingual education, and school psychology. The synthesis indicates that persistent misrepresentation is associated with culturally and linguistically biased assessment practices, limited differentiation between second language acquisition and disability, inconsistent implementation of multi-tiered systems of support, and insufficient professional preparation. Despite legislative efforts under IDEA and ESSA, recent research demonstrates that these challenges remain prevalent. Evidence from the literature highlights promising practices, including culturally sustaining pedagogy, dynamic and dual-language assessment approaches, data-informed early intervention frameworks, and strengthened school–family–community collaboration. The findings underscore the need for greater alignment between policy, research, and practice to improve identification accuracy and educational outcomes for CLD students.

Keywords:

Culturally and linguistically diverse (CLD) students, disproportionality in special education, misidentification and misplacement, assessment practices, educational equity and inclusion

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Jonak, J. (2025). Misidentification, Misplacement, and Missed Opportunities: Addressing the Misrepresentation of CLD Students in Special Education. International Journal of Pedagogy, Innovation and New Technologies, 12(1), 95–111. https://doi.org/10.71358/ijpint.2620

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