This booklet discusses the preparation needed by schools and school personnel to meet the needs of limited-English-proficient (LEP) students with disabilities. An introductory chapter notes that LEP students are often at risk and explains the importance of programming based on the strengths of their native languages and cultures. The second chapter provides a synthesis of research in this area and is organized into the areas of prereferral, assessment, and instruction. Implications for administrators are presented in the third chapter, stressing collaboration between regular and special education in designing and implementing programs and the importance of improving prereferral services and inservice training. The last chapter looks at implications for teachers, including the importance of empowering teachers with current research information on intervention strategies and the teacher's role in facilitating the optimal cognitive and affective development of culturally and linguistically different exceptional students. Includes 81 references and a list of resources. (DB)