Confronting Inequity in Special Education, Part II: Promising Practices in Addressing Disproportionality

This article is one in a series developed by members of NASP's African American Subcommittee of the Multicultural Affairs Committee for school psychologists and other educators working with culturally and linguistically diverse (CLD) student populations. Last month, we introduced the problem of disproportionality in special education in part one of a two-part article on understanding and addressing inequity in special education. In this article, we provide school psychologists with suggestions for supporting the development of inclusive, equitable schools. [For part I, see EJ868127.]