of English Language Learners for Special Education Services Along the Border

The disproportionate representation of cultural groups at thenational level and regional levels is a continued problem,and investigation into trends at the state and district levels is needed (Zhang & Katsiyannis, 2002). A problem facing educators along the Texas-Mexico border is the over representation of English language learners in special education programs. Many of the school districts along the Texas border are at-risk for having an over representation of English language learners in special education programs. The problem of over representation is complex and a variety of factors contribute to the dilemma. Factors thought to con-tribute to the problems of disproportionate representation include the lack of effective instruction in the general education programs, the lack of effective prereferral interventions, and use of inappropri-ate and/or inequitable assessment procedures (Baca, 1990; Barona & Santos de Barona, 1990; Collier, 1988, Mercer, 1977; Valles, 1998). As the number of students from diverse cultures and linguis-tic abilities increases, the concern for accurately identifying English language learners with disabilities increases (Gollnick & Chinn, 2001). The purpose of this article is to analyze the effect that lan-guage and culture have on the assessment of English language learners along the Texas border. Therefore, developing procedures for determining whether a child is having academic difficulties due to a disability or whether the academic difficulties are due to lan-guage proficiency difficulties is vital to meeting the needs of chil-dren in the public schools