Prevalence studies have provided reliable evidence that a child with a learning disability has significantly increased risk of developing behavior-maladaption patterns, which, in turn, are more likely to result in antisocial activity that culminates in an adjudication of delinquency. The majority of learning disabled children do not become delinquent, however, even though they may show some academic underachievement and have more difficulty with developing appropriate self-esteem and social skills. It is important for the juvenile justice system to identify learning disabled juveniles when they enter the system. This prepares juvenile justice practitioners to relate to and manage the juvenile in accordance with the learning disabilities identified. This paper provides guideline questions and a checklist for data- gathering in screening juveniles for learning disabilities. Issues addressed in the screening form are life statistics, general body language, language tasks, school history, life statistics, general body language, language tasks, and school history. The paper also profiles key Federal statutes that afford special children, including the learning disabled, specific substantive and procedural rights that warrant the attention of juvenile and family courts. Programs created pursuant to these statutes offer the court potential assistance as a source of both information and dispositional alternatives. 2 tables