Abstract
Principals can play a key role in preventing disproportionate representation of culturally and linguistically diverse students in special education. They can influence identification, assessment, placement, and intervention to ensure that all students—regardless of disability, language differences, race, ethnicity, religion, family status, or socioeconomic status—receive appropriate educational programming. Principals should use multidisciplinary teams that involve parents in nondiscriminatory assessment and decision making to ensure that each student is treated with respect and has the opportunity to reach his or her maximum potential, regardless of cultural and linguistic differences..