ABSTRACT
Doctors Donald MacMillan and Gary Siperstein have prepared a thoughtful discussion of the differences between school-identified (SI) children with learning disability (LD) and research-identified (RI) children with LD. They provide a review of the rationales that schools have used, which is best summed up by the statement: “We urge recognition of one reality driving the public schools’ focus on planning for services: they are going to continue to serve those students they perceive to be the most in need of help.” The understanding of this basic reality of public schools by researchers, parents, advocates, and others will help to clarify and facilitate the discussion about how best to improve public school services for all children.
