Multicultural education is for all students.

Cultural differences have little effect on the way students learn.

The primary role of the multicultural classroom teacher is to help students assimilate into dominant culture.

Schools in which there are no minority groups do not necessarily need to incorporate a multicultural perspective.

The great majority of general and special education teachers in the United States come from the dominant culture.

Older students from diverse backgrounds are more at risk for educational failure than are younger children.

Most of the concepts of multicultural education are simply too difficult to apply when working with children with disabilities.

A school should reflect and sanction the range of languages and dialects spoken by students in classroom instruction and policies.

Children from minority groups are overrepresented in special education and underrepresented in programs for the gifted and talented.