Abstract
Abstract This article focuses on the historical journey of educating culturally and linguistically diverse (CLD) and vulnerable learners in general and special education. I argue that this journey has had its trials and tribulations that have tremendous implications for the future of our society. In addition, how CLD and vulnerable persons engage, interact, survive, and excel in schools, communities, organizations, and institutions reflect the ups and downs of their modus vivendi in our overall society. One can conclude that CLD and vulnerable persons are not yet there on issues of race, culture, national origin, recruitment, retention, tenure, and promotion in schools, communities, organizations, and institutions. My hope is that with collaborative, consultative, and collaborative efforts of all stakeholders, the historical and current plights of CLD and vulnerable persons will be ameliorated.
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