This paper presents findings of an analysis of the 1989-90 mathematics and reading portions of the Michigan Educational Assessment Program (MEAP) and of perceptions of special education teachers participating in the MEAP. Noted are the purpose of the MEAP and exclusion for students who: (1) receive more than half their reading/English instruction through special education; or (2) are non-English speaking, come from non-English speaking countries and have been enrolled in school in the United States for less than 1 year. Comparative information by disability category of the approximately 36,000 special education students (21 percent of the total number of such students) participating are presented in tabular form. Test results for these students are summarized by grade and disability and compared to general education students' results. It is noted that, overall, speech and language impaired students outperformed all other categories followed by students with hearing impairments, visual impairments, and emotional disturbances, respectively. The survey of 368 special education teachers indicated that teachers believed that students with autism, educable mental retardation, severe multiple impairments, severe mental impairments, and trainable mental retardation should not participate in the MEAP. Analysis also indicated that special education teachers tended not to use students' MEAP results. Appended are the exclusion criteria, standards for test setting, listings of special education personnel, the MEAP use questionnaire, and 10 references. (DB)