An investigation of the special education referral, diagnostic evaluation, and placement of prekindergarten Latino children who are English Language Learners (ELLs) and their families to identify effective practices that differentiate between cultural/linguistic differences and learning differences, identify the gaps in the current special education services, and make recommendations to reduce the disproportionate representation of young ELL children, based on 2 focus groups of administrators, two of teachers, and 2 of parents