The study investigated the status of clinician services to limited- and non-English proficient (LEP/NEP) children with communication disorders. Surveys of speech/language pathologists, school districts, and professional organizations were undertaken. Results revealed the prevalence by type of communication disorders (language disorders were the most prevalent), the proportion of LEP/NEP children served by speech-language clinicians (LEP/NEP students comprised approximately 20% of the caseload), and changes in the number of LEP/NEP children needing service (an increase is noted in the last 3 to 5 years). More than half of the clinicians reported non-English language knowledge, although few possessed full fluency in another language. While evaluations were conducted in the home language, therapy was provided in English with no help from interpreters or translators. Clinicians reported that inservice training helped them provide bilingual special education, and extension of such district-level inservice is recommended. The need for resources on therapy content issues was identified. Areas of needed research were pinpointed regarding the relative benefit of therapy in English vs. the child's home language, expected outcomes of therapy, and appropriate techniques. (CL)