This paper considers issues involved in obtaining and using funds for limited English proficient (LEP) handicapped students, and reviews two major projects designed specifically for this population. Second language training programs have been offered to help assessment personnel develop further language skills and enhanced cultural appreciation. Six-week summer institutes have been attended by psychologists, speech and language specialists, resource specialists, and school nurses. The second project provides training materials for education staff working with LEP exceptional children. Training modules focus on three major areas: legislation in special and bilingual education, implications of bilingualism and biculturalism for special education, and teaching strategies. A brief description of time requirements, target audience and objectives for each module is provided. (CL)