The document reports detailed results of an analysis of special education services provided in three urban school districts in Texas to 24 limited English proficient (LEP) Hispanic students and 28 English proficient Hispanic students (grades 2 through 5) who were classified as communication disordered. The focus of the study was on data collected from student records concerning students' first special education reevaluations and their subsequent educational placement. District, federal, and state policies were also examined. Among conclusions drawn were that students' English language proficiency was emphasized at initial and triannual evaluations, even though successfully distinguishing linguistic differences from speech or language disorders requires comparison of students' dual language skills. Pragmatic skills were rarely considered. Federal, state, and local policy or administrative guidelines fail to address specific procedures for safeguarding language minority students in the identification, assessment, and placement process. Procedures used by districts when LEP students were considered for continued special education placement were essentially the same as those used for English-speaking students. Language status was given little attention by assessment personnel or placement committees. Detailed recommendations are offered in the areas of native language assessment, triannual assessments, appraisal personnel, placement committees, and recommended research. (JW)