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Many scholars and educators (e.g., Grossman, 1998; Obiaker, 1994, 1999; Obaikor, Schwenn, & Rotatori, 1999; Obiaker & Utley, 1997) have argued that African American learners have been frequently misidentified, misassessed, miscategorized, misplaced, and misinstructed by poorly prepared teachers who are rigid, and insensitive to the many differences that they bring to school programs.