Communication in English can be a barrier for second language learners since English serves both as a content subject and also as the means of instruction in classrooms. The issue is compounded when speech-language pathologists (SLPs) provide services to students from culturally and linguistically diverse (CLD) homes who may be suspected of a communicative disorder. As a result, large numbers of culturally and linguistically diverse children with disabilities and their families are underserved, overserved, or misdiagnosed. Exposing a recent study of one classroom in one school located in southwestern Minnesota, this article performs a dual service of providing information on code switching used by culturally and linguistically diverse students, and information on the usefulness of this in the planning and management of communication problems with this population in academic settings.

Special educators have historically used psychological theories to explain students? disruptive and oppositional behavior. Sociological research and theories have played a secondary or even nonexistent role. The sociology of education tradition within general education has developed an extensive literature examining student misbehavior. This article presents the resistance theories, one strain of the critical sociology of education. Given the preponderance of students of lower social class and minority group status within special education, these theories offer insightful and useful ways for special educators to understand the political nature of oppositional behavior. These theories provide suitable ways of interpreting the underlying political tensions that reside behind behavior and guidance for teachers who want to develop the school as a community enacting the social ethics of democracy.

In parenting a child with a disability, you face a major choice. You can believe that your child's condition is a deathblow to everything you've dreamed and worked toward until now, or you can decide that you will continue to lead this life you'd planned—and incorporate your child into it. Parents who choose the latter course find they do a tremendous amount of growing. They find inner strength they didn't know they had. (Simons, 1987, foreword)

This qualitative study was designed to strengthen the voice of urban practitioners in the scholarly debate regarding issues in urban teaching. Interviews were conducted with urban special education teachers, general education teachers, and principals from 23 urban school districts across the country. These three groups of educators identified challenges they faced in urban teaching, as well as strategies they found useful in addressing these challenges. Rewards and opportunities in urban teaching also were shared.

This section of Multiple Voices capitalizes on the oral tradition common to many cultures. In this tradition, history and cultural values are transmitted from one generation to another by word of mouth. In some cultures a specific person carries the responsibility of learning and telling the history of people. This is the fourth and final article in this series.

"In the Oral Tradition" presents interviews with eminent scholars and community leaders in the education of culturally and linguistically diverse exceptional learners. These "elders" of the education community share their perspectives and prognostications on pertinent issues. The "elders" interviewed for this article are two Latina women who are leaders in the field of special education.

Juvenile delinquency is a pervasive and costly problem. As a society, we are losing too many youth to substance abuse, gang involvement, and criminal activity. The toll delinquency places on families, educational systems, and social welfare systems costs monetarily and socially. In this article, I review the research literature on juvenile delinquency among African-American males to determine (a) the quantity of research on this topic, (b) the quality of research, and (c) topics that have been investigated in this area. In particular, I sought to determine the degree to which researchers have focused on delinquency within the context of race and disability. In addition, I provide implications for future research with a focus on delinquency and disability.