Focusing on the Hispanic deaf child, the book begins with an overview which briefly discusses the history, litigation, legislation, and recent trends in bilingual and special education, and the issues regarding minority hearing-impaired children. Next, the status of Hispanics in special education is discussed, followed by reports of a 1979-80 survey of hearing-impaired children from non-native-language homes and a 1976 survey of Hispanic hearing-impaired students and their families in New York City. The last 10 articles deal with the sociolinguistic considerations in developing a language program for the hearing-impaired Hispanic child; the bilingual problems of the Hispanic deaf child; a framework for considering alternatives to the language of instruction for hearing-impaired students from non-English-speaking homes; language intervention for hearing-impaired children from linguistically and culturally diverse backgrounds; language and/or system assessment for Spanish/deaf preschoolers; assessment of Hispanic children and the implications for Hispanic hearing-impaired children; issues in the development of culturally responsive programs for deaf students from non-English-speaking homes; a model for school services to Hispanic hearing-impaired children; competencies and preparation of teachers of Hispanic hearing-impaired children; and a model for outreach programs for the Hispanic deaf. A 42-item list of information sources, funding agencies, journals, and newsletters concludes the book. (NQA)