The focus of research on disproportionality to date has been culturally and linguistically diverse (CLD) students with emotional/behavioral and learning disabilities and mental retardation. There is a dearth of research on the representation of CLD learners with autism spectrum disorders (ASD). Using data from the Minnesota Department of Education,we explored trends in prevalence rates of children who received autism special education services between 2001 and 2008, with a focus on students whose home language was not English. We found a dramatic increase over the past decade in prevalence rates of all students with autism, including English, Spanish, Somali, and Hmong speakers. Disproportionate representation was evident among students whose primary language was not English, and there were distinct differences among the various home language groups and the ages at which they first received autism services. We discuss the complex interactions between ethnicity, poverty, immigrant status, and historical-cultural issues as factors in the disproportionate representation of CLD learners.

A grounded theory approach is used to explore the “lived experiences” of two upper-middleclass families from India who have children with disabilities. Findings provide insight into the parents' beliefs and perceptions about disabilities, their goals and expectations for their children, and their views of inclusive education programs. Implications for culturally responsive practices are discussed, and future research directions are recommended.

Developing educators' attitudes toward and skills in working with families is vital, given both legislative mandates and the different and potentially difficult experiences with homeschool collaboration for families. This study explores 17 educators' expectations of parents'acquisition and use of cultural and social capital through focus group interviews. Results indicate that teachers considered disability acknowledgement and acceptance of disabilityrelated information to be essential capital for parent participation. Increasing educators'understanding of the role of capital can augment teachers'positive attitudes toward parents,their ability to engage them in productive home-school collaboration, and their skills as advocates for students with disabilities and their families.