Stanley C. Trent
By heeding the voices of culturally diverse students with learning difficulties, we can help them excel.
In the No Child Left Behind Act and the current reauthorization of the Individuals with Disabilities Education Act, educators and policymakers have embraced the goal of high achievement for all learners—including culturally diverse learners and those with learning disabilities (Artiles, Trent, & Palmer, in press).
In view of our history, I wonder whether we will ever be able to attain this laudable goal. As broad legislative mandates and policy initiatives address these issues at the macro level, educators in school districts, schools, classrooms, and teacher preparation programs must do the more delicate and demanding work of meeting all students' needs at the micro level.