This report provides, in textual and tabular forms, information on the role of ethnicity in special education identification and placement in Illinois. Comparison of the ethnic composition of the total public elementary and secondary education population and of students receiving special education services indicated some disproportions. White students were more likely to be identified for special education services than were Blacks, Hispanics, American Indian/Alaskan natives, or Asians. The percentages of students of different ethnic origins identified for special education services varied substantially across school districts (e.g., 0-53.7 percent for Blacks and 0-43.8 percent for Hispanics). Most Hispanic, White, Black, and American Indian/Alaskan native students in special education were identified as having a learning disability, whereas the primary disability of most Asian students in special education was a speech and/or language impairment. School district size was found to influence the role of ethnicity in special education identification and placement in that White students were less likely to be placed in special education in smaller districts, Black and Hispanic students were more likely to be so placed in smaller and intermediate sized districts, and Asian and American Indian/Alaskan native students were less likely to be placed in special education than other groups. An appendix details findings. (DB)