The workshop examines testing approaches for use with bilingual or limited English speaking students in determining eligibility and need for special services. The workshop covers the following areas: (1) an overall process for deciding whether a student may be in need of special services; (2) ways to alleviate or avoid problems which may impact on obtaining accurate measures when testing limited English proficient students; (3) the types of tests appropriate for these students including psychometric considerations and associated test limitations; and (4) various other types of information needed to supplement test results. The overall process consists of seven steps including determining the student's oral language proficiency in English, determining the student's dominant language, and determining the student's level of functioning in the dominant language. Testing problems possibly encountered include the lack of qualified personnel able to assess the student in his dominant language, the lack of personnel familiar with the student's culture, and student unresponsiveness during assessment. Types of tests include language dominance tests, criterion-referenced checklists, and learning disability screening devices. Other information needed can involve existing records, questionnaires, interviews, and observations. (DB)