Current issues involved in the identification and assessment of Limited-English-Proficient (LEP) students being considered for special services are reviewed. Focus is on the characteristics of the at-risk LEP students, who are often placed in special education programs. A theoretical framework to guide research and practice in this field is discussed, and three theoretical paradigms are reviewed: Cummins' empowerment perspective (1986); the effective schools and instruction synthesis of Baca and Cervantes (1989); and the enriched literacy framework of Ruiz (1988). A move away from strict reliance on psychometric approaches is advocated. The need for greater reliance on the use of clinical judgment based on informal and dynamic assessment of the student is emphasized, as well as the need to use the student's native language for testing purposes, whenever possible. The need for the development of effective referral intervention models and strategies for LEP students with disabilities is stressed. Suggestions are offered for practitioners who work daily with culturally and linguistically different exceptional students. Recommendations for continued research are offered. An appended table summarizes findings from the Texas and California Handicapped Minority Research Institutes. Contains 71 references. (LB)