Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD students with disabilities. The purpose of this systematic review is to synthesize the broader literature investigating K-12 school-based boundary-crossing collaborations among multiple stakeholders to address the unique academic, social-emotional, and behavioral needs of CLD students with or at risk of disabilities. Eight studies met the criteria for inclusion. Features of boundary crossers, problems of practice that boundary crossers collaboratively sought to address, emerging tensions in building partnership, facilitators of boundary-crossing communication and collaboration, learning experiences of boundary crossers, and learning outcomes of CLD students with or at risk of disabilities are reported and further discussed.

为有残疾或有残疾风险的文化和语言多样的（CLD）学生提供优质的特殊教育服务是双重障碍，这是超出个人努力范围的更大的系统难题。为了创建一个包容性的，文化响应的支持系统，而不仅仅是零碎的角色分工和毫无疑问的做法和工具组合，有必要探索为CLD残疾学生开展跨界合作的可能性。本系统综述的目的是综合研究多个利益相关者之间的K-12校际跨界合作的更广泛的文献，以解决有残疾或有残疾风险的CLD学生的独特学术，社会情感和行为需求。八项研究符合纳入标准。跨界车的特点