Despite longstanding research highlighting the disproportionate representation of multilingual learners in special education, disparities specific to intellectual and developmental disabilities (IDD)—including autism spectrum disorder (ASD), intellectual disability (ID), and developmental delay (DD)—remain underexamined. This systematic review critically analyzed the extent and nature of these disparities through an intersectional and dis/ability critical race studies (DisCrit) lens. Following PRISMA guidelines, 294 articles published since 2004 were screened across eight databases, yielding 10 that met inclusion criteria. Findings revealed that multilingual learners were generally underrepresented in ASD and overrepresented in ID, while limited evidence suggested underrepresentation in DD. These results highlight the need to understand IDD disparities as intersectional and contextually mediated phenomena. Implications for research, policy, and practice emphasize equity-oriented, contextually grounded approaches to addressing the complex representation patterns of multilingual learners in special education.
Cuba et al. (Thu,) studied this question.
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