Which of the following is not a concern for diagnosticians working with culturally and linguistically diverse students?

Access to additional academic and social services is not typically a primary concern for diagnosticians when working with culturally and linguistically diverse students. This is primarily because the focus of diagnosticians usually revolves around accurately identifying students' needs and ensuring that appropriate educational strategies are in place.

Misclassification in disability categories is a significant concern, as cultural biases can lead to students being placed in inappropriate categories, affecting their educational trajectories. Language barriers in assessments are also critical, as they can hinder the accurate evaluation of a student's abilities and thus misinterpret their potential for success in educational settings. Parental involvement in education is essential too, as effective communication with families ensures that students receive support both at school and home.

In summary, while access to additional services is undoubtedly important for overall support, it is not the central concern regarding the assessment and classification processes that diagnosticians must navigate with culturally and linguistically diverse students.