A procedure for identifying students with limited English proficiency who have special needs is presented and a procedure for assessment is described. Before implementing an assessment process, the students and their special needs must be identified. A five-step identification process is recommended, which considers the child's task failure, identification of problems not primarily due to learning problems, the physiological component, the discrepancy component or intra-individual differences in performance, and discovery of the child's preferred learning style. When the special needs have been identified, a four-step assessment procedure can be undertaken. The four steps involve the following components: (1) content areas or the specific knowledge-based skills needed to learn effectively; (2) sociocultural factors, which provide a frame of reference for looking into different learning styles; (3) socio-economic dimensions; and (4) assessment strategies. Finally, some observations are made on assessment instruments and the bilingual child. Appendices provide references for the criteria for test selection; a form, "Criteria for Test Selection"; and references of annotated bibliographies of tests for use with bilingual students. (AMH)