Ahram, Fergus, and Noguera explore how the social construct of the “normal child” is racialized through the special education processes of referral and classification, and subsequently produces disproportional representation of minority students in special education. Their analysis suggests a convergence of two distinctly problematic processes: (1) the development of racialized assumptions of cultural deficit on the part of education professionals that result in erroneous conceptualizations of disability and (2) the subsequent labeling of students in special education through a pseudoscientific placement process.