A study examined the perceptions of special education interns on a set of diagnostic constructs: (1) mental age; (2) developmental history; (3) IQ; (4) identifying information; (5) family history; (6) medical history; (7) receptive language; (8) fine motor coordination; (9) auditory discrimination; (10) memory; (11) written language; (12) self confidence; (13) visual discrimination; (14) attention span; (15) mathematics; (16) reading; and (17) gross motor coordination. Twenty-one students, enrolled in two sections of a university-based learning disabilities practicum, rated the similarity of all pairwise combinations of the concepts, and also rated each concept on four separate scales assessing importance of the information. Results are discussed in terms of their implications with regard to practical teacher-training considerations. (Author/JD)