Intended for special education personnel, the resource guide is designed to clarify the concept of learning disabilities, determine the nature of the data which must be collected to determine the presence or absence of learning disability, develop procedures for collecting the data, and interpret the data. Initial sections address P.L. 94-142 (the Education for All Handicapped Children Act) procedures for evaluating specific learning disabilities, present eligibility criteria for learning disabilities, the multidisciplinary team, and classroom observation. Assessment of educational functioning is outlined in eight areas: oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematics calculation, mathematics reasoning, and spelling. Criteria for determinaton of severe discrepancy are discussed in a separate section. A final part presents three sample reports from a multidisciplinary team which contain information on the student's intellectual functioning; areas in which there is a discrepancy between achievement and intellectual ability; behavior relevant to educational functioning; medical or physical conditions affecting the educational functioning; and an exclusion statement which states that the severe discrepancy is not due to emotional disturbance, physical handicaps, or socioeconomic or environmental conditions. Appended materials include classroom observation form guides, the KeyMath Diagnostic Arithmetic Test and supplementary norms tables, a resource guide to the stages of individual assessment with suggested instruments and professional resources for Stage Three assessment, a list of steps for determining a significant discrepancy between subtests, resources for statistical methods, percentiles, and a table on relationships among different types of test scores in a normal distribution. (SBH)