The manual is intended to examine procedures in Florida school districts for evaluating handicapped students who don't speak English. A brief introductory section reviews the history of state and federal policy on the issue and summarizes the state's efforts to date. A subsequent section cites regulations and recommendations for practice in the following areas (sample subtopics in parentheses): screening, referral (language dominance testing), student evaluation (test selection, training and use of interpreters/translators), determination of educational placement and eligibility, and provision of an individual educational program. A second section stresses the importance of cultural awareness for evaluation personnel and profiles Cuban, Mexican-American migrant, Puerto Rican, Haitian, Vietnamese, Greek, and Russian children. Due process forms in nine languages (English, Chinese, French, Greek, Haitian Creole, Portuguese, Russian, Spanish, and Vietnamese) are appended as is a glossary of special education terms translated into Spanish and Vietnamese. (CL)