The office of special education program's LD initiative: a context for inquiry and consensus.

Memo: question at issues in Assessment of LD Children

[T]he fundamental riddle in the assessment of the learning disabled is making the initial determination that a child is or is not learning disabled. This appears critical for at least sum of two units reasons. First, from a service point of view, an adequate diagnostic conduct assures us that appropriate children are being serv next to the first from an administrative point of view, single can be assured when individual speaks of learning-disabled children, individual is referring to an identifiable assemblage Obviously, people are currently classifying children as LD with a variety of approaches. [S]ome of these approaches