In the first of two articles, the author discusses purposes of and problems involved in diagnosing learning disabilities (LD). Sections focus on three topics: the relationship between LD diagnosis and other assessment activity, the objectives of diagnostic classification, and specific conceptual concerns regarding the LD label. (Author/SBH)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091.

A schema for categorizing a student's inferred motivation to learn was tested with 37 students (9 to 18 years old), who had been referred because of a diagnosis of learning disability. Students were classified on three dimensions: level of motivation, degree of misbehavior, and degree of learning ability. (SW)

Steps for enhancing skills and motivation for solving interpersonal problems are included. In addition, reference is made to planning intervention for learning disabled students. (Author/SEW)

Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)

Part 2 of a two-part series, the article highlights research relevant to learning disability (LD) diagnostic practices, summarizes a study of current diagnostic practices related to learning problem referrals, and contrasts three ethical perspectives used in judging the appropriateness of such activity. (See EC 120 477 for Part 1.) (Author/DLS)