This guide is designed to help principals provide better services to English language learners whom they suspect might have a disability. It provides recommendations from the National Association for Bilingual Education (NABE) for ensuring appropriate referral and services to these students. The first part contains self-assessment information that can help principals review student data and determine if their school may have an over-representation (or underrepresentation) of English language learners in special education. Next, the guide covers issues related to communicating with English language learners and their families. It provides NABE recommendations for working with interpreters, interpreter pools, interpretation equipment, and using the native language in the classroom. The guide stresses that parents are vital to the success of any educational program and the third section focuses on communication with parents of children with disabilities whose native language is not English. The next section discusses using Teacher Assistance Teams to reduce inappropriate referrals to special education. The following section looks at the process of assessment, eligibility, and the development of the Individualized Education Program. The final section focuses on instruction and professional development. Appendices include resources, NABE recommended forms, and NABE recommended self-assessment checklists. (Contains 18 references.) (CR)