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Because of constantly changing demographic trends across America, cultural and linguistic diversity is frequently discussed by professionals who work with families of individuals with disabilities The United States Department of Education narrowly uses this term to describe children whose primary language is not English (e.g. non-English-proficient or limited-English-proficient); although, it is also used to refer to English-speaking children who are culturally and linguistically different (National Association of Young Children, 1995). But “diversity” should also be interpreted more broadly to include the range of ethnic and cultural differences many families now bring to American life and especially the public schools. School officials increasingly hire parent involvement teams to help families overcome special cultural and linguistic barriers, which often prevent their participation in their children’s school programs.