Handicapped children of cultural and linguistic groups different from those of the majority culture are presently unable to attain an appropriate education. Bilingual/multicultural exceptional children are overrepresented in special education classes in comparison to their percentage of the total population, as a result of biased assessment practices. Adequate assessment instruments have not been developed which can fairly assess children of different linguistic or cultural groups. Insufficient numbers of professional personnel are adequately equipped to develop, administer, or interpret assessment instruments or procedures. Programs either do not exist or are inadequate for children who are legitimately identified as requiring special education services. Minority children must deal with discrimination based upon racial or ethnic identity as well as the negative impact of special education labels. Because teacher attitudes and expectations are important to the success of minority children receiving special education services, utilization of minority professionals who are familiar with the field of special education would be advantageous. Most curriculum material is culturally and historically irrelevant to minority children. There is a need for comprehensive, evaluated programs which take into account diverse learning styles and cognitive development of bilingual/multicultural children. (CM)