This book presents 11 author-contributed papers covering the theory and practice of effective assessment and instruction of African American students with exceptionalities, including both disabilities and giftedness. Emphasis is on effective delivery of empowering services to African American youth and their families. The first seven papers have the following titles and authors: (1) "Assessment of African American Exceptional Learners: New Strategies and Perspectives" (Thomas E. Midgette); (2) "Identifying and Transforming the Potential of Young, Gifted African Americans: A Clarion Call for Action" (James M. Patton and Joy L. Baytops); (3) "Self-Concept Model for African American Students in Special Education Settings" (Festus E. Obiakor); (4) "The Language of African American Learners: Effective Assessment and Instructional Programming for Children with Special Needs" (Harry N. Seymour et al.); (5) "Curricular and Pedagogical Procedures for African American Learners with Academic and Cognitive Disabilities" (Helen Bessent Byrd); (6) "Cultural Contexts, the Seriously Emotionally Disturbed Classification, and African American Learners" (Mary Gresham Anderson and Gwendolyn Webb-Johnson); and (7) "Restructured Teacher Education for Inclusiveness: A Dream Deferred for African American Children" (Norma J. Ewing). Two papers then discuss the home-community-school pyramid connection: "African American Families" (Beth Harry) and "African American Community Involvement Processes and Special Education: Essential Networks for Effective Education" (Bridgie Alexis Ford); Descriptions of two alternative schools are then offered: "Foreign Language Immersion and Cultural Studies School: An Alternative Public School in Detroit, Michigan" (Ineala D. Chambers) and "Marcus Garvey School, Los Angeles, California" (Anyim Palmer). (References accompany each paper.) (DB)