Six years of studies on assessment and identification issues for learning disabled (LD) students are summarized, and implications for instructional intervention are noted. In chapter 1, findings on four topics are highlighted (sample findings in parentheses); instruction prior to referral (only about one-half of the school day is instructional time); individualized educational plans (subjective teacher evaluation has the greatest influence on daily instruction); interventions for special needs students (classroom teachers believe they are inadequately trained); and interventions for LD students (there are no differences in time allocated to instruction for LD and non-LD students). Implications of these findings for practice are considered in chapter 2 in terms of instructional time considerations, instructional decisionmaking, and interactions between regular education and special education. Chapters 3-6 present evidence from the studies for the major findings of the studies. A final chapter, chapter 7, summarizes the data sources and research procedures used in the previous chapters. (CL)