This paper discusses how professionals have responded to the challenge of educational discrimination against minority group students in Europe, particularly the United Kingdom, explaining that minority students and their parents may differ from other students in their experience and understanding of the school system, cultural knowledge relevant to the national curriculum, and proficiency in the main language. One form this discrimination takes is disproportionate admission into schools for students with special educational needs (SEN) and unfair assessment of SEN. The paper looks at responses to this challenge from teachers, administrators, professional associations (e.g., the Association of Educational Psychologists and the British Psychological Society), employers of educational psychologists, and the central government. It highlights four expectations for the process of assessment, which include theoretical integrity, practical efficacy, equity, and accountability. Finally, it focuses on fair methods of assessment (normative assessment and curriculum-related assessment), noting that dynamic assessment has potential for use with ethnic and linguistic minority students. (Contains 29 references.) (SM)