Which of the following factors is identified as contributing to the overidentification of certain groups for special education?

• A. Linguistic biases
• B. Reframed policies
• C. Cultural favoritism
• D. School climate

Answer: (A)

Linguistic biases in how we assess and interpret a student’s abilities are a key factor that can lead to overidentification of certain groups for special education. When evaluations rely on tests and norms that assume all students are fluent in English and use language patterns typical of monolingual English speakers, students who are English learners or come from different language backgrounds can be misread as having disabilities. This happens because language differences—rather than true learning difficulties—affect test performance, work samples, and classroom demonstrations of understanding. Without valid, culturally and linguistically appropriate assessments, these students might be labeled with disabilities based on biased measures, not on accurate evidence of need.

To reduce this, educators use assessments that are valid for multilingual learners, bring in bilingual evaluators or interpreters, and gather data from multiple sources across settings (classroom work, progress over time, teacher observations). Dynamic assessment and language accommodations help separate language development from learning ability. The goal is to determine what a student can learn with appropriate supports, not to mistake language differences for a disability.

Reframed policies or cultural favoritism aren’t the direct mechanisms described for this issue, and while school climate affects equity, it doesn’t explain the core bias that leads to overidentification via biased assessments.