Practical and theoretical issues regarding assessment and treatment alternatives for Black exceptional children are presented, including: problems in the evaluation of assessment practices; a review of critiques of large and small studies on assessment practices of Black children, with emphasis upon the insights they yield for improved assessment designs; a review of culture fair and bias of intelligence tests; and a discussion of issues unique to assessment requirements of Public Law 94-142, the Education for All Handicapped Children Act. The paper concludes with suggestions for assessment practices of Black exceptional children, such as the inclusion of ancillary personnel in the assessment process and identification of specific educational needs rather than inferred intellectual deficits. (Author)