This paper focuses on acquainting bilingual educators with one field of special education called learning disabilities. The major dimensions that are discussed are: the learning process with focus on disruptions, the considerations involved in the identification and assessment of learning disabilities, cultural and learning style differences of the bilingual (Latino) individual, treatment and prescription suggestions, and major considerations in differentially diagnosing the presence of learning disibilities within the bilingual individual. It is noted that, in order for the learning disabled individual to have the opportunity to develop potentialities to his fullest and to minimize any dysfunction of perception, cognition, etc., a carefully structured school program and a specially trained teacher are the prime requisites. Priority given in an approach to the education of the learning disabled individual should include the following four basics: (1) control of attention and misdirected activity through a structured environment; (2) building competence through adjusted task and presentation; (3) improvement of deficit functions; (4) mastering of academic skills within the individual's ability range. (Author/AM)