Embracing new special education strategies for African-American students.

D The United States has long regarded its schools as the springboard for personal and societal growth. This goal has somehow eluded many African-American learners, for one reason or another (Aramburo, 1989; Banks, 1986; Chavis, 1989; Cole, 1983; Dent, 1976; Gay, 1981; Gould, 1981; Hilliard, 1989; Johnson, 1976; Jones, 1976, 1978; Obiakor, 1990, 1991; Obiakor & Barker, 1990; Obiakor & Lassiter, 1988; Ogbu, 1988,1990; Samuda, 1975, 1976; Staples, 1984). African Americans continue to struggle, incessantly and painfully, for equal access to quality education. This special issue is intended to continue the national debate on ameliorating the multidimensional problems that confront African-American youth in special education settings. African Americans have been misidentified, misassessed, misdiagnosed, misplaced, and, in some cases, misinstructed. These problems have resulted in advocacy, litigation, and legislation. These actions have been useful in advancing the cause of African-American students. However, as recent issues of Exceptional Children have addressed, special educators and other service providers still fail to reach many at-risk and disadvantaged students who do not fit into any of the recognized categories of exceptionalities. Many notable scholars (Algozzine, Maheady, Sacca, O'Shea, & O'Shea, 1990; Braaten, Kauffman, Braaten, Polsgrove, & Nelson, 1988; Jenkins, Pious, & Jewell, 1990; Liebermann, 1985, 1990; Stainback & Stainback, 1984) have taken part in recent debates and commentaries that have