The Characteristics of Learning Disabled and Other Handicapped Students Referred for Evaluation in the State of Iowa

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Abstract
This article provides descriptive data on a statewide sample of all children referred for complete psychological evaluation during a school year. Basic demographic data, IQ, achievement, perceptual-motor, and behavior ratings, along with a diagnostic classification of learning, mental, or emotional disability or no handicap, were recorded and analyzed. Those labeled as learning disabled had a pattern that was clearly different from normals, low-achieving nonhandicapped, and those with other handicaps. Specifically, the learning disabled children had a larger degree of academic discrepancy and were more likely to have achievement that was deviant from grade level. Their behavior ratings on the Devereux suggested more difficulty than normal children with teacher dependency, inattentiveness, and comprehension. These findings indicate that in certain populations there are very basic differences between normals, low achievers, and learning disabled children.