This publication is designed to address new paradigms such as research, policies, and daily school practices which tend to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents. This particular issue includes articles that discuss referrals of language minority students, transition services, and critical educational issues and possible solutions to deal with problems confronting Asian/Pacific Islander students. Articles include (1) "School Psychologists' Perspectives on Referrals of Language Minority Students" (Salvador H. Ochoa and others); (2) "Transition for Culturally and Linguistically Diverse Youth with Disabilities: Closing the Gap" (Gary Greene and Phylis Nefsky); (3)"Written Communication in Special Education: Meeting the Needs of Culturally & Linguistically Diverse Families" (Rosalie S. Boone and others); (4) "Review of The McIntyre Assessment of Culture (MAC)" (Gwendolyn Webb-Johnson and Mary Anderson); (5) "Focus on Critical Issues in the Education of Asian and Pacific Islander Exceptional Learners" (Helen Bessent Byrd); (6) "Enhancing Verbal Skills of African-American Students with Disabilities through Poetry: A Valuable Tool for Speech Pathologists" (Stacey Pryor); (7) "Debunking the Myths in Ethnic Minority Publications: A Rebuttal to Spooner, et al." (Laura Zionts); and (8) "Professional Publications of Ethnic Minority Scholars: Setting the Record Straight" (Festus Obiakor and others). Each article includes references. (CR)