The report, developed by a special Iowa task force, examined issues of definition, criteria, and identification procedures for learning disabilities as a point of departure for the examination of current practices affecting learning disabled students in Iowa. The committee's working definintion of learning disabilities is presented as a basis for further discussion. Issues of definition and identification considered include the transition from a conceptual to an operational definition, problems in operationalizing the discrepancy between ability and achievement, problems with tests, objective versus subjective information, differentiation from other influences on learning, the acceptability of learning disabilities, and difficulties with predicting performance. Aspects of the service delivery system discussed are the need for role clarification of regular and special education, the lack of quality pre-referral activities, overemphasis on the identification of learning disabilities at the expense of data interpretation and program development, problems in determining the best environment for a student, and financial considerations. Among seven task force recommendations are: that the state's current rule on learning disabilities not be changed at the present time; that the current procedural manual on the identification of students with learning disabilities be revised; and that special education personnel provide direct assistance to general education staff in serving special needs students within the general education program. (DB)