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The need to restructure the relationship between bilingual education and special education is examined. Common criticisms of special education and changing assumptions underlying it are outlined. Models that have been proposed to explain minority failure in school as something other than inherent disability are analyzed; these models focus on social and cultural factors influencing education. Directions for changing the process of special education to meet the needs of culturally and linguistically diverse students are offered in the areas of assessment and intervention. Three primary goals for the restructuring of bilingual special education are identified: (1) inclusion (conforming the classroom to the needs of all students); (2) increased academic performance; and (3) a shift from the remedial approach to a diagnostic teaching paradigm, with teachers actively involved in assessment and curricular adaptation. Four successful program models are described briefly. It is argued that new assumptions about special education must be adopted for more useful and equitable bilingual education, and five new assumptions are presented. Recommendations are made for personnel preparation, curricular modification, and role changes for mainstream teachers, special educators, parents, and students. Contains a 38-item bibliography. (MSE)