The National Research Center on Learning Disabilities produced this guide to assist state education agencies in working through the many issues associated with developing specific learning disability (SLD) identification policies and procedures. An introductory section describes current understanding of the issues surrounding SLD identification,…

The paper examines ways to choose appropriate objectives for program evaluation in the education of the handicapped. Section I discusses how too much pressure can distort priorities (alignment of short-term objectives with long-term objectives), and lists six steps in determining priorities. Section II applies the principles to learning disabled…

Predictions about future directions in special education assessment include more research on fewer instruments, new types of assessments for identification of learning disabilities, and consumer demand for tests with acceptable technical characteristics. Teacher-oriented assessment predictions include increasing diversity of student performance,…

The theory, presented by Ginsberg (TM 508 964), that quantitative indicators are likely to be corrupted when used for purposes of accountability is supported by the results of the Learning Disabilities Identification Study. The quantitative indicator in this case had to do with selection of pupils eligible for services for the handicapped. (BW)