Abstract
This article considers the special education placement of language-minority students with mild disabilities as addressed by current eligibility criteria, as well as relevant research in special education. Problems with assessment, diagnosis, and placement of these students are a manifestation of problems related to larger issues within the special education field. The most basic of these is a continuing reliance on the psychometric paradigm. Attempts to institute reform in the education of language-minority students are categorized into one of three models, or system approaches: maintenance, improvement, and restructure.
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