The annotated bibliography was designed to identify recommendations and best practices for instructing handicapped bilingual students. The annotations are organized according to six headings: (1) policies and legal mandates for serving exceptional bilingual students; (2) first and second language use in instruction of handicapped bilingual students; (3) educational planning; (4) recommended strategies, approaches, and programs for exceptional bilingual students; (5) curricula and materials; and (6) teacher training. Following the annotations are syntheses of findings and recommendations for future research. Among conclusions noted are a lack of empirical study of language minority students with special educational needs, widespread disagreement over ways to adapt specialized instruction, the need to develop instructional materials and curricula for this population, and a critical need for networking efforts. (CL)