This monograph presents a synthesis of information on the education of Hispanic handicapped children. The problem is set forth in Chapter 1 which also covers approaches used to obtain information on issues and trends in the field. Assessment issues are focused on in Chapter 2 which reviews basic assumptions underlying assessment as well as criticisms of testing practices, discusses criteria for non-biased assessment, and explores alternatives to standard testing procedures (such as culture fair tests). A chapter on language assessment addresses such topics as cognitive learning style, examiner characteristics, and teacher attitudes. Placement litigation touching on over- and under-representation of minorities in special education is reviewed in chapter 4 which also presents standards for placing limited English proficient students. Training issues and statements of teacher competencies are highlighted in the fifth chapter's discussion of personnel preparation. Issues in the delivery of services including the controversy over native vs. English-language instruction and linguistic considerations, are examined in chapter 6. A concluding chapter points out areas of information gaps (assessment, personnel preparation, delivery of services) and considers topics in need of research. (CL)