Authors Aldridge and Goldman, along with Anthony Rebora, argued that despite monumental improvements following the passage of the Individuals with Disabilities Education Act ( IDEA) in 1975, problems persist regarding the disproportionate provision of services to minorities. ethnic groups in special education programs (SPED). While author Rebora, in her article Keeping Special Ed in Proportion, provided an unusual look at how service imbalance is actually determined, authors Aldridge and Goldman ably described this trend from a multicultural perspective in the article The Over and Underrepresentation in Special Education Programs. . In the same way that both articles examined the consistency of this trend over the past three decades, both articles also concluded by emphasizing problem-solving measures in the classroom, as well as at the school level. school and district. Furthermore, author Anthony Rebora inferred that cultural biases within the classroom perpetuated the continued disproportionate provision of SPED services to ethnic minority groups (2011). Similarly, authors Aldridge and Goldman, in their article The Over and Underrepresentation in Special Education Programs, suggest that erroneous beliefs regarding the design and implementation of multicultural education programs continue to exacerbate this problem in the same way (2010). Initially, Aldridge and Goldman claimed that the goal of these programs "was to understand and learn to negotiate cultural diversity..." but later stated that multicultural pedagogy "seeks to provide fair and equal educational opportunities for all students, particularly to minorities and the economically disadvantaged. » (2010). This last statement, in the middle of the article......Goldman and author Anthony Rebora discussed various factors that perpetuate the persistence of disproportionate provision of services to ethnic minority groups in special education programs ( SPED). over the past three decades. The two cited articles presented a plethora of well-written solutions that support the use of culturally relevant curricula to meet the needs of the diverse student populations we find in our public school systems today. However, if this trend continues, the reader might conclude, as Levy and Murnane did in 1996, that "students who are unable to acquire the 'new basic skills' will be left behind in the new economy of 21st century” (cited by in Aldridge and Goldman, 2010). Certainly, educators face a monumental task. Surely, we will rise to the challenge and, with certainty, we will enact changes in the academic programs for all students..