The paper charts problems and issues involved in serving bilingual handicapped students, and proposes a framework for educating culturally diverse children. Among issues touched upon are those of group identity vs. national unity, use of the native language vs. English, introduction of the second language into the curriculum, and teacher preparation. The authors propose a framework which takes into account cultural background, teacher characteristics and preparation, and the learning process. Implications for the Teacher Education Division (TED) of The Council for Exceptional Children include that TED should encourage further research on the topic, promote affirmative action in the employment of minority individuals, and advocate improved services for bilingual handicapped students. (CL)