We conducted a literature review to determine the presence of culturally and linguistically diverse (CLD) learners in research on specific learning disabilities (SLD) from 1994–2012. We believed that disaggregation of results by category might identify nuances that will guide future policies, research, and practice. We deemed it logical to begin with SLD because it is the largest population of students in the high-incidence categories. Our search yielded 52 articles for review. Results indicated primary foci on assessment, instructional and behavioral interventions, academic achievement, and disproportionality. In addition, we found that very little research has addressed contextual factors, beyond student characteristics, that affect or predict achievement. Implications for future research are provided within the context of the Brown decision.

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