How should differences between "typically developing" children and other populations be interpreted? To what extent should the emphasis be on advocating remediation for children who are on a developmental trajectory that differs from the norm versus embracing different developmental trajectories as equally valid contributions to the diversity of human experience? The 6 target articles and 2 commentaries in this special section offer a diverse set of perspectives on the tensions and responsibilities inherent in interpreting and acting on differences between children of different cultural, ethnic, linguistic, socioeconomic, and neurological backgrounds. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
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