Tom E. C. Smith

Mental Retardation and Learning Disabilities: Conceptual and Applied Issues

The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in terms of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.

Learning Disabilities and Vocational Rehabilitation

Students with learning disabilities have received services in special education programs for many years. Unfortunately, many of these students continue to need services after they exit high schools. Vocational rehabilitation has begun to provide services for young adults with learning disabilities; however, there continues to be a discrepancy between the number of adults with learning disabilities who need vocational rehabilitation services and those who are receiving them. This article describes the definitions and eligibility criteria used by vocational rehabilitation agencies to serve adults with learning disabilities. By understanding the vocational rehabilitation system, teachers, it is hoped, will be better able to access these services for their students with learning disabilities.

Written Language Expression Assessment Instruments and Teacher Tools

Written language is a complex set of skills that facilitate communication and that are developed in a predictable sequence. It is therefore possible to analyze current skills, identify deficits, plan interventions, and determine the effectiveness of the intervention. To effectively accomplish these tasks, educators need to choose appropriate assessment tools. The authors discuss the strengths and weaknesses of informal written assessments and of standardized written assessments. A table of the better known and more frequently used standardized written language assessments is presented that includes test title, publisher, Web site URL, normative group, indication of its focus (spelling, style, or mechanics), age of normative group, and method of administration. This information will help readers in the selection of written language assessment tools.

Assessment of Individuals with Mental Retardation: Introduction to Special Issue

Assessment of persons with mental retardation has long been a problematic issue for educators, psychologists, and other professionals who have provided services to this group of individuals. In particular, the limited cognitive and language skills of this population make valid assessment difficult. For many years, standard intelligence tests approaches were the predominant method used to deter-

Appraisal Practices in the Public Schools

Federal and state regulations require that learning disabled children receive a free appropriate education. In order to determine the appropriateness of a childs program, comprehensive assessment information must be gathered and made available to the committee developing individual education programs. The current study surveyed assessment practices used in public schools. All special education supervisors in one state were sent questionnaires to determine specific assessment procedures used. Results indicated that (1) schools are satisfied with appraisal services provided, (2) the majority of school districts contract for some if not all appraisal services, (3) employed examiners are more involved in the total assessment process than examiners on contract, and (4) examiners do not participate in evaluation and placement meetings on a regular basis.