In addressing the problem of disproportionate placement of minority students with special education in charter schools, Fierros describes the commentaries of this issue's contributing scholars. The contributions expose a variety of topics to address the needs of inequities experienced by students with special needs. These topics include: the development of appropriate and preventive intervention programs for students experiencing learning or behavioral difficulties; the creation of formative and summative assessment instruments and programs that consider students' racial and ethnic backgrounds; the improvement of teach education programs to include culturally responsive training; and the development of collaborative approaches to addressing the needs of all students. The author identifies the themes of accountability, assessment, collaboration, and cultural responsive practice as necessary to change the longstanding inequity that has existed for minority students with special needs in public schools and that now exists in charter schools. (Contains 2 footnotes.)