This paper presents survey results of the attitudes and practices of elementary school board members in Ontario, Canada in relation to early identification of children's learning abilities and related intervention. A short questionnaire, intended to provide a global picture of early identification work being carried out was sent to all elementary school boards in Ontario. In order to provide a more developed analysis, a second, more detailed, questionnaire was sent to a sample of 27 boards; representatives from this group were then given an extensive interview. School boards were requested to provide information about: (1) rationales for programs, including goals and reasons for inception; (2) the existing programs and procedures used in both identification and intervention work; and (3) the maintenance of programs, including such topics as money, time, and type of personnel involved in the programs, program evaluation, and in-service training. In general, it was found that a wide variety of practices, perceptions, and attitudes exist among school boards regarding early identification and intervention. Lack of clarity and lack of consistency with regard to purpose, goals, procedures, and techniques were frequently apparent within and between school boards. Recommendations emphasize the need of the Ministry of Education to take a strong leadership role in advocating the concepts and practices of identification and intervention programs. (Author/MP)