of the greatest factors in making decisions about students, yet the "self-perceived cross-cultural competence was 36.8 out of a possible 56 points" (Kearns, Ford, Linney 304). This means that school psychologists believed they were only around 66% effective in dealing with the greatest factor for making decisions on behalf of students. Bilingual special education Based on 1980 Census and Immigration and Naturalization Services records, it is estimated that there are 79 million school-age language minority children in the United States. This bilingual population is distributed throughout the United States with heavier concentrations in the southwest and northeast. The highest concentration is in the large urban areas. Considering the overall population with limited English proficiency (LEP) in the United States, a critical question for bilingual special educators is how many of these students also have disabilities. According to the U.S. Office of Special Education, an estimated 948,000 children may both be linguistically different and have disabilities—a substantial population who could benefit from bilingual special education services. In addition, a disproportionate number of minority students are placed in special education. Of particular concern is the over-representation of minority children in particular categories of disability such as "mental retardation" and emotional disturbance. The educational landscape has changed a great deal since the passage of the individuals with Disabilities Education Improvement Act (IDEA, 2004). More and more states are following a Response to Intervention (RTI) process to decide which students qualify for special education. No longer is eligibility determined by establishing a discrepancy between students' potential, as measured by an intelligence test, and their achievement. Only when a student fails to respond to intervention is he or she referred for special education testing. Thus, RTI addresses some of the long-standing concerns about biased assessment procedures with ELLs (English language learners). Yet RTI tends to be implemented in one-size-fits-all ways that do not adequately take into account the diverse needs of these students (Klingner & Edwards, 2006). And although intelligence tests are not administered with the same frequency as in the past, some problematic assessment procedures continue. Sports programs Schools must provide students with disabilities appropriate access to school-sponsored extracurricular activities such as playing on sports teams. This is sometimes done by providing separate programs, such as a wheelchair division for racing, and other times done by having the student with disabilities play alongside students without disabilities. Schools are not required to place unqualified athletes