THE HANDBOOK EXPLORES LEARNING DISABILITIES AND THEIR RELATIONSHIP TO THE JUVENILE JUSTICE SYSTEM. CHARACTERISTICS OF LEARNING DISABILITIES AND LEARNING-DISABLED YOUTHS ARE DESCRIBED, AND DEFINITIONS OF LEARNING DISABILITIES IN THE LAW AND IN FEDERAL REGULATIONS ARE EXPLAINED. A CHAPTER EXAMINES THE INDIRECT IMPACT ON THE COURTS AND THE DIRECT IMPACT ON SCHOOLS OF THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF 1975 (PUBLIC LAW 94-142). ANOTHER CHAPTER DETAILS SUGGESTIONS, PARTICULARLY FOR JUDGES AND PROBATION OFFICERS, ON DEALING WITH LEARNING-DISABLED YOUTHS IN THE COURT. NEXT, DISCUSSION FOCUSES ON THE DIAGNOSIS OF LEARNING DISABILITIES, INCLUDING WHEN AND HOW TO REQUEST A DIAGNOSTIC ASSESSMENT AND HOW TO EVALUATE IT. THE FINAL CHAPTER COVERS PRIVATE AND PUBLIC PROGRAMS AVAILABLE FOR LEARNING-DISABLED YOUTHS, AS WELL AS PROGRAMS IN JUVENILE CORRECTIONS FACILITIES. NOTES, A GLOSSARY, A LIST OF COMMONLY USED EDUCATIONAL AND PSYCHOLOGICAL TESTS, AN ANNOTATED BIBLIOGRAPHY, AND A SUBJECT INDEX ARE APPENDED. (AUTHOR ABSTRACT MODIFIED--PRG)