This article summarizes the findings from The Iowa Learning Disabilities Evaluation Project, designed to study the nature and characteristics of students with learning disabilities (LD) in the state. A sample of 917 LD students was selected on a stratified random basis from Iowa Area Education Agencies (AEA). Data were collected from a survey completed by AEA personnel for each LD student selected focusing on pupil characteristics as well as information related to assessments, programs, and services. The outcome was a comprehensive description and profile of LD students in the state of Iowa.
Get full access to this article
View all access options for this article.
References
1.
AlgozzineB.YsseldykeJ. E. (1983). Learning disabilities as a subset of school failure: The oversophistication of a concept. Exceptional Children, 50, 242–246.
2.
AmesL. B. (1968). A low intelligence quotient often not recognized as the chief cause of many learning disabilities. Journal of Learning Disabilities, 1, 735–739.
3.
BabbieE. R. (1973). Survey research methods. Belmont, CA: Wadsworth.
4.
BelmontI.BelmontL. (1980). Is the slow learner in the classroom learning disabled?Journal of Learning Disabilities, 13, 496–499.
5.
ChalfantJ. C. (1985). Identifying learning-disabled students: A summary of the national task force report. Learning Disabilities Focus, 1, 9–20.
6.
ChalfantJ. C. (1987). Providing services to all students with learning problems: Implications for policy and programs. In VaughnS.BosC. (Eds.), Research in learning disabilities: Issues and future directions (pp. 239–256). Boston: Little, Brown/College Hill.
7.
ConeT.WilsonL. (1983). The Iowa learning disabilities evaluation project. Final report. Des Moines: Iowa Department of Public Instruction, Special Education Division.
8.
ConeT. E.WilsonL. R.BradleyC. M.ReeseJ. H. (1985). Characteristics of LD students in Iowa: An empirical investigation. Learning Disability Quarterly, 8, 211–220.
9.
ConnollyA. J.NachtmanW.PritchettE. M. (1976). KeyMath Diagnostic Arithmetic Test. Circle Pines, MN: American Guidance Service.
10.
CummingsJ.MoscatoE. (1984). Research on the Woodcock-Johnson Psychoeducational Battery: Implications for practice and future investigation. School Psychology Review, 13, 33–40.
11.
DavisW. A.ShepardL. A. (1983). Specialists' use of tests and clinical judgment in the diagnosis of learning disabilities. Learning Disability Quarterly, 6, 128–138.
12.
Federal Register. (1977, December 29, pp. 65082–65085). Washington, DC: Government Printing Office.
13.
FrankenbergerW.HarperJ. (1987). States' criteria and procedures for identifying learning disabled children: A comparison of 1981/82 and 1985/86 guidelines. Journal of Learning Disabilities, 20, 118–121.
14.
FriendM.McNuttG. (1984). Resource room programs: Where are we now?Exceptional Children, 51, 150–155.
15.
GerberA.BryenD. (Eds.). (1981). Language and learning disabilities. Baltimore, MD: University Park Press.
16.
GilliamJ. E. (1979). Contributions and status rankings of educational planning committee participants. Exceptional Children, 45, 466–468.
17.
HallahanD. P.KauffmanJ. M. (1977). Labels, categories, behaviors: ED, LD, and EMR reconsidered. Journal of Special Education, 11, 139–149.
18.
HornW. F.O'DonnellJ. P.VitulanoL. A. (1983). Long-term follow-up studies of learning—disabled persons. Journal of Learning Disabilities, 16, 542–555.
19.
The identification of pupils with learning disabilities. (1982). Des Moines: Iowa Department of Public Instruction, Special Education Division.
20.
IvarieJ.HogueD.BrulleA. R. (1984). An investigation of mainstream teacher time spent with students labeled learning disabled. Exceptional Children, 51, 142–149.
21.
JastakS.WilkinsonG. S. (1984). Wide Range Achievement Test—Revised. Wilmington, DE: Jastak Associates.
22.
JenkinsJ. R.PanyD. (1978). Standardized achievement test: How useful for special education?Exceptional Children, 44, 448–453.
23.
KavaleK. A. (1987). Theoretical issues surrounding severe discrepancy. Learning Disabilities Research, 3, 12–20.
24.
KavaleK. A. (1988a). Long-term consequences of learning disabilities. In WangM.ReynoldsM.WalbergH. (Eds.), The handbook of special education: Research and practice (Vol. II, pp. 303–364). Oxford, England: Pergamon Press.
25.
KavaleK. A. (1988b). Status of the field: Trends and issues in learning disabilities. In KavaleK. (Ed.), Learning disabilities: State of the art and practice (pp. 1–21). Boston: Little, Brown/College-Hill.
26.
KavaleK. A.FornessS. R. (1984). A meta-analysis assessing the validity of Wechsler scale profiles and recategorizations: Patterns or parodies?Learning Disability Quarterly, 7, 136–156.
27.
KavaleK. A.NyeC. (1981). Identification criteria for learning disabilities: A survey of the research literature. Learning Disability Quarterly, 4, 383–388.
28.
KirkS. A.ElkinsJ. (1975). Characteristics of children enrolled in child service demonstration centers. Journal of Learning Disabilities, 8, 630–637.
29.
LevinE. K.ZigmondN.BirchJ. W. (1985). A follow-up study of 52 learning disabled adolescents. Journal of Learning Disabilities, 18, 2–7.
30.
LillyM. S. (1977). A merger of categories: Are we finally ready?Journal of Learning Disabilities, 10, 115–121.
31.
MacmillanD. L.BorthwickS. (1980). The new educable mentally retarded populations: Can they be mainstreamed?Mental Retardation, 18, 155–158.
32.
MannL.DavisC. H.BoyerC. W.MetzC. M.WolfordB. (1983). LD or not LD, that was the question: A retrospective analysis of child service demonstration centers' compliance with the federal definition of learning disabilities. Journal of Learning Disabilities, 16, 14–17.
33.
McLeskeyJ.WaldronN. L. (1990). The identification and characteristics of students with learning disabilities in Indiana. Learning Disabilities Research, 5, 72–78.
34.
MercerC. D.AlgozzineB.TrifilettiJ. J. (1977). Early identification: An analysis of the research. Learning Disability Quarterly, 2, 12–24.
35.
MercerC. D.HughesC.MercerA. (1985). Learning disabilities definitions used by state education departments. Learning Disability Quarterly, 8, 45–55.
36.
National Advisory Committee on Handicapped Children. (1968). First annual report: Special education for handicapped children. Washington, DC: U. S. Office of Education, Department of Health, Education & Welfare.
37.
NormanC. A.ZigmondN. (1980). Characteristics of children labeled and served as learning disabled in school systems affiliated with child service demonstration centers. Journal of Learning Disabilities, 9, 542–547.
38.
Public Law 94–142. (1975). Education for all handicapped children act. Washington, DC: U. S. Congress.
39.
PerlmutterB. F.ParusM. V. (1983). Identifying children with learning disabilities: A comparison of diagnostic procedures across school districts. Learning Disability Quarterly, 6, 321–328.
40.
ReynoldsC. R. (1981). The fallacy of “two years below grade level for age” as a diagnostic criterion for reading disorders. Journal of School Psychology, 11, 250–258.
41.
ReynoldsC. R. (1984/85). Critical measurement issues in learning disabilities. Journal of Special Education, 18, 451–475.
42.
SalviaJ.YsseldykeJ. E. (1988). Assessment in special and remedial education (4th ed.). Boston: Houghton Mifflin.
43.
SattlerJ. M. (1988). Assessment of children (3rd ed.). San Diego, CA: Jerome M. Sattler.
44.
SchumakerJ. B.HazelJ. S. (1984a). Social skills assessment and training for the learning disabled: Who's on first and what's on second? Part I. Journal of Learning Disabilities, 17, 422–431.
45.
SchumakerJ. B.HazelJ. S. (1984b). Social skills assessment and training for the learning disabled: Who's on first and what's on second? Part II. Journal of Learning Disabilities, 17, 492–499.
46.
ShaywitzS. E.ShaywitzB. E. (1988). Attention deficit disorder: Current perspectives. In KavanaghJ.TrussT. (Eds.), Learning disabilities: Proceedings of the national conference (pp. 369–523). Parkton, MD: York Press.
47.
ShepardL. A. (1980). An evaluation of the regression discrepancy method for identifying children with learning disabilities. Journal of Special Education, 14, 79–91.
48.
ShepardL. A.SmithM. L. (1983). An evaluation of the identification of learning disabled students in Colorado. Learning Disability Quarterly, 6, 115–127.
49.
ShepardL. A.SmithM. L.VojirC. P. (1983). Characteristics of pupils identified as learning disabled. American Education Research Journal, 20, 309–331.
50.
SmithM. D.ColemanJ. C.DokeckP. R.DavisE. E. (1977). Intellectual characteristics of school labeled learning disabled children. Exceptional Children, 43, 352–357.
51.
ThurlowM. L.GradenJ.GreenerJ.YsseldykeJ. (1983). LD and non-LD students' opportunities to learn. Learning Disability Quarterly, 6, 172–183.
52.
TuckerJ.StevensL.YsseldykeJ. E. (1983). Learning disabilities: The experts speak out. Journal of Learning Disabilities, 16, 6–14.
53.
U. S. Department of Education. (1989). Eleventh annual report to Congress on the implementation of Public Law 94–142: The Education for All Handicapped Children Act. Washington, DC: U. S. Department of Education.
54.
U. S. General Accounting Office. (1981). Disparities still exist in who gets special education. Washington, DC: Comptroller General of the U. S.
55.
U. S. Office of Education. (1977). Public Law 94–142 regulations: Procedures for evaluating specific learning disabilities. Federal Register, 42, 65082–65085.
56.
WillsonV. L. (1987). Statistical and psychometric issues surrounding severe discrepancy. Learning Disabilities Research, 3, 24–28.
57.
WilsonL. R. (1985). Large-scale learning disability identification: The reprieve of a concept. Exceptional Children, 52, 44–51.
58.
WittJ. C.ElliotS. N.GreshamF. M.KramerJ. J. (1988). Assessment of special children: Tests and the problem-solving process. Glenview, IL: Scott, Foresman & Co.
WoodcockR. W. (1987). Woodcock Reading Mastery Tests—Revised. Circle Pines, MN: American Guidance Service.
61.
YsseldykeJ. E.AlgozzineB.AllenD. (1981). Participation of regular education teachers in special education team decision making: A naturalistic investigation. Elementary School Journal, 82, 160–165.
62.
YsseldykeJ. E.AlgozzineB.RicheyL.GradenJ. (1982). Declaring students eligible for learning disability services: Why bother with the data?Learning Disability Quarterly, 5, 37–43.
63.
YsseldykeJ. E.AlgozzineB.ShinnM. R.McGueM. (1982). Similarities and differences between low achievers and students classified learning disabled. Journal of Special Education, 16, 73–85.
64.
YsseldykeJ. E.ThurlowM. L.ChristensonS. L.WeissJ. (1987). Time allocated to instruction of mentally retarded, learning disabled, emotionally disturbed, and nonhandicapped elementary students. Journal of Special Education, 21, 43–55.
