54 percent of these were classified as intellectually disabled (Losen, Orfield xvi). The total school enrollment of Hispanics was 15 percent; however, they were underrepresented in special education with only 10 percent of their total classified as intellectually disabled (Losen, Orfield xvi). Also, the rate for African-American students identified under emotional disturbance (ED) and specific learning disabilities (SLD) grew significantly. The Civil Rights Project "recognize[s] that concerns about special education are nested in concerns about inequities in education generally" (Losen, Orfield xvi). There are several biases that may influence the way that a teacher or instrument diagnose a child. One type of bias is cultural bias, demonstrated by The Wechsler Intelligence Scale for Children III, which has proved to classify disproportionately more African-Americans that European-Americans as intellectually disabled. The disproportionate number of African Americans in special education derives not only from a problem in special education, but a problem in the entire system. As Wanda Blanchett describes in her article published in 2006 in Educational Researcher: "White privilege and racism contribute to and maintain disproportionality in special education by (a) insufficiently funding schools attended primarily by African American and poor children; (b) employing culturally inappropriate and unresponsive curricula; and (c) inadequately preparing educators to effectively teach African American learners and other students of color" (Blanchett 24). It is problematic that educators are perpetuating the disproportionate number of African American students in special education when their role is often assumed to be working in the best interests of the students. African American students in special education are also more likely to be segregated from their non-disabled peers. This problem is often at its worst in large urban school districts. New research has highlighted policies and practices that contribute to the segregation of African-American students in large school districts. A recent case study of a large urban school district and its special education policies revealed: (a) district-level inclusion policies that were broad and provided little guidance to schools; (b) inadequate funding and training that could enable greater inclusion; (c) the maintenance of fully segregated special education schools and special education programs; and (d) legal impediments related to due process complaints of parents (DeMatthews & Mawhinney, 2013). School psychologists are also involved in the decision-making process as to whether a student should be referred to special education or not. A study published in 2005 showed that school psychologists believed cross-cultural competence was one