Abstract
The inaccurate placement of minority students in special education programs can take various forms including overrepresentation, underrepresentation, and misidentification. First, overrepresentation occurs when the percentage of minority students in special education programs is greater than that in the school population as a whole. Second, underrepresentation occurs when students with disabilities are not identified and do not receive appropriate services. Last, misidentification occurs when students with disabilities are identified as having a disability different from the one they actually have (G. Meyer & J. M. Patton, 2001; C. Y. Wilkinson, A. A. Ortiz, P. M. Robertson, & M. I. Kushner, 2006). To answer the question of whether Hispanic children are disproportionately represented in special education, the author conducted a literature review in a systematic manner using computerized databases. In addition, the author provides an integrative review of the literature on Hispanic representation in special education, presents specific issues that complicate the accurate identification of Hispanic or Latino, and identifies implications for practice.
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