The over-representation of minority group children, particularly Mexican Americans, in special education has been well documented. The use of standardized, norm-referenced, psychological assessment measures has created obstacles to the advancement of minority group individuals in American society. This is especially true since results from such measures are used as indicators of future accomplishments. The need for integration of cultural and linguistic characteristics into psychological assessment instruments is the challenge facing special education today. Although recent theoretical developments appear promising in terms of educational practice, they can only be as effective as those practitioners who apply the knowledge at the individual level. Therefore, the aspect of training becomes increasingly important, especially with the rapid development of theoretical and empirical knowledge concerning the educational achievement of minority group students, particularly Mexican Americans. (Author)