This digest estimates that 948,000 U.S. children may both be linguistically different and have disabilities. The nature of instruction and educational placement of these students should be based on the degree of disability, level of language proficiency in both English and the primary language, and intellectual capacity. Placement decisions should consider such factors as level of adaptive behavior, social maturity, ambulation or mobility, amount and type of language input received in the home environment, and success in past and present placements. Operationalizing bilingual special education requires the creation of an instructional social system that involves active teaching of cognitive skills and includes the development of language skills while focusing on the acquisition of English. The digest lists nine basic elements of an individualized education program for exceptional bilingual students, nine steps in developing a comprehensive curriculum, 10 considerations in selecting materials for bilingual exceptional children, and 11 guidelines for adapting instructional materials. (Nine references) (JDD)