This article describes the introduction of writing portfolios to elementary school students with learning disabilities in self-contained special education classrooms. It discusses getting started, contents of the portfolio, instructional goals and objectives, conferences, observations, and portfolio evaluation. (Author/DB)

A three-stage identification process is recommended for students suspected of having learning disabilities. This process examines discrepancy, causality, and the need for special education, and it complies with legal requirements. (Author)