No abstract

At a time when recognition of the needs of handicapped students is of great concern, many handicapped persons have not yet been identified. Even with the advent of legislation mandating educational equity for all handicapped students, those with specific learning disabilities (SLD) still remain unidentified or unserved by institutions of higher education. In 1979, New York University College of Dentistry instituted a classwide screening and testing program for SLD students. The program sought to identify accepted students “at risk” for SLD through the administration of a two‐hour battery of tests designed by learning disabilities specialists. Follow‐up in‐depth evaluations yielded a 90 percent accuracy rate on correct identification of SLD students based on the screening results. This article presents specific test results, analyses of data, and comparison of self‐report measures and suggests educational implications, including suggestions for program accommodations.