The study examined issues involved in nondiscriminatory assessment and special education placement of Hispanic exceptional students. Literature is reviewed on three aspects: proportionate representation of Hispanic students in special and gifted placements, assessment procedures used (specifically, modifications and alternatives in testing), and major differences among three major Hispanic subcultures (Mexican American, Puerto Rican, and Cuban American). The development and revision of a 35-item questionnaire on nondiscrimination in evaluation for Hispanic students and on proportionate numbers in special and gifted programs are described along with information on its completion by 101 administrators of special education in four states (Texas, New Mexico, Florida, and Massachusetts), and two cities (Philadelphia and New York). Findings are discussed in terms of Hispanic enrollment patterns and protection in evaluation procedures (with summaries of such accommodations as those for language dominance and language proficiency, culture fair tests, criterion referenced measures, and activities to improve Hispanic students' test taking skills). Among conclusions reported are that contrary to findings of other research, a majority of local educational agencies proportionately enrolled Hispanic students in special education as a whole, and to a lesser extent, in programs specifically for learning disabled and educable mentally retarded students; Hispanic students were grossly underenrolled in gifted/talented programs; there were differences in subcultures; and the majority of administrators frequently made adaptations in assessment procedures to ensure protection in evaluation. (CL)