The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the results of a series of studies on the identification and placement of limited English proficient (LEP) Hispanic students. Research findings relate to the referral, assessment, and placement of LEP students in programs for the learning disabled, mentally retarded, and speech and/or language handicapped. Policy and practice implications of the findings include: the requirement that language assessment (both English and native language) precede other assessments; recognition that the handicapped child must be handicapped in his/her native language, not merely in English; necessary adaptations of assessment procedures and instruments should be documented in the student's records; recognition that scores obtained on assessment instruments for this population often indicate minimal rather than maximal abilities; assessment personnel must be fluent in the student's dominant language; instructional adaptations must be appropriate for different cultures and languages; bilingual special education personnel are needed to serve language minority students; and regular education needs to recognize its responsibility in improving the achievement of language minority students. (DB)