Overrepresentation of Dual Language Learners (DLLs) in special education remains a problem even after 40 years of inquiry. One factor is that the U.S. federal government has neither clearly explained the definition of Specific Learning Disability (SLD) nor operationally defined it to identify children for special education services. This lack of…

Intended for teachers of the learning disabled (LD), the guide addresses philosophical and procedural issues in assessment. The first section introduces a philosophical framework which views assessment as an ongoing, goal-directed, integral part of the overall educational process. The remainder of the guide focuses on Wisconsin's procedures for…

The paper describes an observation instrument originally developed as a research tool to assess both the special setting and the regular classroom. The instrument can also be used in determining appropriate placement for students with learning disabilities and for programming the transfer of skills learned in the special setting to the regular…

The second in a series of manuals on adults with learning disabilities, the booklet covers assessment techniques. The nature of assessment as an ongoing process is stressed, and the role of observation (both systematic and nonsystematic) and interview data are discussed. A seven-step evaluation sequence is proposed, with the major goal of…

The guide was intended for use by teachers of learning disabled students involved in assessment procedures. A philosophical framework, in which assessment is viewed in the ongoing team process, is followed by review of Wisconsin's rules on the identification of learning disabilities. A report format is presented as an outline for consolidating…

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…

Intended as a text to supplement inservice training for regular class teachers, the manual presents information on diagnostic-prescriptive teaching with mainstreamed learning disabled students. Ten sections focus on the following diagnostic aspects: referral, parent involvement, case history collection, assessment of academic abilities and…