Historically, psychological tests were assumed to be objective, culture-free, and generalizable to any racial/ethnic minorities or socio-cultural group, even though most tests were standardized, validated, and found reliable with samples consisting only of White, middle-class, English- speaking individuals (The Council of National Psychology Associations for the Advancement of Ethnic Minority Interests (CNPAAEMI), 2016). In fact, Test bias has been used historically to try to confirm that specific groups of people are inferior or superior. In addition to race and class, testing bias is salient when assessing children in special education. Students from historically underserved groups are disproportionately represented in high-incidence disability categories (mild mental retardation and specific learning disabilities) and are subject to more restrictive education environments and higher rates of discipline. The aim of this research study is to address the lack of opportunity to learn and discuss bias in special education testing and teach ways to combat the subjectivity of assessment with minority children. The research proposes the creation of a module-based Webinar aimed towards professionals involved with the creation and implementation of Individual Education Programs, designed to incorporate the information obtained by previous studies and educational materials in the subject. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]