An Evaluation of the Identification of Learning Disabled Students in Colorado

Abstract

The purpose of the study was to evaluate the process whereby children are identified as learning disabled (LD) and the validity of subsequent educational placements: (a) a representative sample of 1,000 cases were analyzed both quantitatively and qualitatively; (b) extensive questionnaires were administered to professionals involved in LD identification; (c) definitions and assessment procedures were evaluated. Only 28% of the LD cases met strict criteria for LD; another 15% showed weak signs of the handicap. The remaining 57% currently in1 LD programs were better described by other indicators such as non-English dominant (7%), other handicaps (10%), slow learners (11%), minor behavior problems (4%), etc. The costs of LD identification were found to be excessive; each year almost half of the resources available for LD pupils was spent on assessment and staffing. Policy implications are discussed.