This practicum involved the design and implementation of inservice training sessions for educators, to reduce the incidence of limited English proficient (LEP) pupils being inappropriately referred for possible special education placement. The inservice sessions covered the difference between a linguistic diversity and a handicap, prereferral strategies, and training in the Spanish language in order to help Hispanic children and families feel more comfortable in the school and community. Hispanic parent seminars were developed to increase parent advocacy for their children's programs. A booklet on prereferral strategies was also written and disseminated. The booklet describes the LEP student in the mainstream classroom; the role of the English-as-a-Second-Language teacher; the assessment of LEP students; and the roles of parents, administrators, and interpreters. Appendices contain copies of survey forms and questionnaires, a copy of the booklet on prereferral strategies, and practicum evaluation data. (Contains approximately 60 references.) (Author/JDD)