This document offers suggestions for increasing the capacity of general and special education to meet the instructional needs of students with specific learning disabilities; details regarding developing comprehensive evaluation; special situations, such as those involving very young children or students with intellectual giftedness; and issues in providing services for middle and high school students. Required forms, as well as a reference section and a glossy of important terms, are also included. These guidelines are further intended to promote identification procedures that are nonbiased, nondiscriminatory, educationally useful and uniform across school districts.