Current Assessment and Decision-Making Practices in Model LD Programs

Abstract

Data from questionnaires completed by 44 Child Service Demonstration Centers were analyzed. Information was provided on the number of children served, the LD definition used, the kinds of assessment data collected and the purpose for which they were used, the specific assessment devices used to collect data and the purpose for which they were used, the typical composition of the placement team, and the major sequential steps in the assessment/decision-making process. Results suggested that assessment and decision making in the field of learning disabilities are characterized by variability and inconsistency. The implications of the findings for current assessment practices are summarized.