This guide presents practice recommendations developed by a special Iowa study group as a result of change in 1995 from state-developed definition and eligibility criteria for learning disability to the definition and evaluation requirements of federal regulations. The recommendations focus on preferred practices in assessment, evaluation, and identification of students with learning disabilities as well as decision making practices of multidisciplinary teams. Part 1 of the guide addresses the issue of definition, specifies the study group's statements about learning disability, and describes the components of definition that must be considered when identifying an individual as having a learning disability. Part 2 describes the overall identification process in the schools, specifically addressing the interrelated phases of general education intervention and the full and individual evaluation. Part 3 discusses general assessment standards and the practical matter of preferred practices in the assessment of intelligence and the use of discrepancy criteria. The fourth part integrates this information by describing the specific eligibility criteria for learning disability and corresponding assessment and documentation. Part 5 examines decision making and intervention planning. (Contains 83 references.) (DB)