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The challenges in improving and sustaining success of children from multicultural backgrounds with disabilities in urban school districts manifest themselves in the contextual dynamics of legal, accountability, demographic, and fiscal terrains. Within each of these areas, educational leaders must solve existing problems of underservicing, overidentifying, inadequately funding, and unnecessarily placing multicultural students in restrictive special education placements. In this article, we focus on these terrains.

Dynamic Contexts in the Education of Multicultural Students with Disabilities in the Urban School Environment