The text examines issues related to Hispanic children in special education. Chapter 1 discusses four court cases brought against schools for inappropriate placement of Hispanic and other minority students in classes for the educable mentally retarded. Testing is the focus of Chapter 2, which includes analysis of linguistic and cultural bias, factors involved in intelligence testing of Spanish speaking children, and a review of seven tests recommended for diagnosing exceptionalities in this population. Chapter 3 views learning in a dual cultural context; touches on the effects of such cultural factors as dependency, personalism, and humanism; considers the effects of culture on communication; and describes interference factors originating in the majority culture. Related national and state legislation is reviewed in Chapter 4, and Chapter 5 discusses the current status of special education with Hispanics and makes suggestions regarding testing, overall service delivery, inservice training, and teaching competencies. The chapter also provides prescriptions for teaching Spanish speaking children with specific handicaps (emotional disturbance, mental retardation, learning disabilities, and speech and communication handicaps). (CL)