Bilingual special education, in its brief history, has undergone several shifts in emphasis—for example, from nonbiased, native-language assessments to bilingual services. Increasingly, training programs for teachers of students with both limited English proficiency and disabilities have emphasized an interface between special education and bilingual education. Though cuts in federal funding have reduced the number of training programs, the quality of training has improved. This article describes a pilot program of the California Special Education Project. Begun in 1984, this 3-year staff development program included a combination training and implementation phase, and in 1988 it won an award for exemplary services to language-minority children in special education.
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