The annotated bibliography is intended to examine the possible role of sociocultural factors on the low achievement and special education placement of limited English proficient (LEP) Hispanic children. Four topic areas are addressed: (1) ethnic differences in teacher-pupil interactions and their relation to achievement; (2) the relationship of sociocultural variables to achievement; (3) the relationship of sociocultural variables to referral for special education; and (4) the influence of sociocultural factors in special education placement. Because of the lack of research on exceptional Hispanic students, articles dealing with Hispanics, Blacks, or handicapped children in general were included. Among conclusions reviewed are that socioeconomic status is a very important positive correlate of achievement for Hispanics and that language minority status is more of a barrier to LEP Hispanics than to other non-English speaking groups. The need for more real-life studies on Hispanic LEP students is stressed. (CL)