The paper discusses the ethical bases for practices in identifying learning disabilities (LD) in children. The state of the art in identification is briefly highlighted, as is the controversy over responsibility and abuse in the process. The author asserts that concerns over current practices do not change the underlying responsibility to provide LD persons with appropriate help. Current practices are reviewed in terms of their lack of efficacy and conceptual and methodological problems. Issues of ethical concern are discussed for three areas (sample subtopics in parentheses): utility and equity (cost vs. benefits); consent (autonomy and informed consent, competence and paternalism); and demystification about current limits of competence and knowledge. A final comment notes the social action nature of professional intervention. (CL)