How can culturally and linguistically diverse students be adversely affected by exclusive use of methods like IQ testing for disability identification?

The rationale behind selecting the option indicating that culturally and linguistically diverse students can be misidentified for special education eligibility lies in the inherent biases present in standardized IQ testing. These assessments often do not account for the cultural and linguistic backgrounds of students. Consequently, students from diverse backgrounds may not perform adequately on these tests, even if they do not have a disability. This misalignment can lead to false conclusions about a student's abilities, resulting in either over-identification of disabilities or under-identification of the need for support.

In cases where a student's true learning potential is overshadowed by cultural misunderstanding or language barriers, they may be incorrectly placed in special education programs, limiting their access to appropriate educational opportunities. Understanding that IQ tests may not accurately reflect the abilities of these students underscores the importance of using a multi-faceted approach when identifying disabilities. This approach should encompass various assessment methods that consider the student's cultural and linguistic context, ensuring fair and accurate identification for special education eligibility.