Prior to the 1975 passage of the "Education for All Handicapped Children Act", students with learning and physical disabilities often went undiagnosed, received inadequate services, or were excluded from schools entirely. As scientific research improved and served to better inform special education practices, the act was twice reauthorized, first in 1990 as the "Individuals with Disabilities Education Act", and again in 2004 as the "Individuals with Disabilities Education Improvement Act". The most recent amendment of the 2004 act went into effect in October 2006 and, according to a leading textbook in educational testing, its implementation "will prove challenging and controversial for years to come." (Kubiszyn, 2006). The most significant change in practice is how learning-disabled students are identified and assessed. At first, the LD label was applied somewhat randomly from school to school and district to district, which dramatically increased the number of...