ABSTRACT
In an ideal world all children with learning disabilities would be assessed and taught by “expert clinicians” and teachers, and all of these clinicians and teachers would have read the final draft of Barbara Wise and Lynn Snyder’s white paper. It is a paper worth writing, reading, and expanding, which is the task of the present response. It has become an unexpected pleasure to have been assigned the responsibility of reflecting upon this paper’s contents and presenting perspectives “left out or not well represented.” After a brief summary of the white paper, I will address two related areas in identification and intervention, both because of my personal knowledge of these areas, and because they include research too new to be known by the authors, albeit alluded to in their review.
