In seeking to define and describe culturally and linguistically different exceptional (CLDE) children, common problems in distinguishing a disability from a cultural or linguistic difference are discussed. The legal mandates affecting the assessment of CLDE students are summarized. An appropriate nondiscriminatory assessment process is defined in the context of the tester, the test, and the testee. Eight approaches to eliminating or reducing bias in testing limited-English proficient students are described: translation and/or adaptation of standardized tests, establishment of ethnic norms, creation of culture-fair tests, creation of culture-specific tests, J. Mercer's multipluralistic approach, task analysis approach, criterion-referenced tests, and a global approach to test bias. Common assessment practices as reported in several surveys (1977-1984) are noted. The global approach to test bias is discussed as being the approach best suited for CLDE students because of its emphasis on the process of evaluation. Among recommendations cited are the need to develop an effective system to collect, analyze, and disseminate data about linguistic minority children as an important first step in providing appropriate cross-cultural assessment. (JW)