This monograph examines recent trends in the education of students from non-English-language backgrounds and cultures who may have learning difficulties or possible disabilities. Chapter 1 provides an overview of policy issues with respect to the education of students learning English as a new language and the interface between regular education, special education, and English-as-a-Second-Language (ESL)/bilingual programs. Chapters 2 and 3 describe procedures followed at Newport Elementary School in its efforts to enhance the learning opportunities of non-English-background students and to incorporate them into mainstream instruction. Chapters 4 and 5 present case studies of two such students experiencing learning difficulties and failing to progress in their current programs. Both studies illustrate how special attention and collaborative problem-solving are important for ensuring that all students are provided appropriate instruction. The final chapter focuses on assessment and instructional planning and implementation. Contains 172 references. (MSE)