Over-identification of learning disabilities in students from Latin American indigenous cultures

There has been little or no research conducted regarding children from Latin American indigenous cultures who are diagnosed with learning disabilities when served by programs in the United States. Families immigrating to the United States through our southern borders do not always speak Spanish as their primary language. A percentage of these families, including their children, speak an indigenous language that is markedly different from Spanish. Often this language is only spoken, not written. This paper addresses the needs of these children in terms of accurate assessment and appropriate placement in a supportive educational setting.