ESTIMATES INDICATE THAT FROM 50 TO 75 PERCENT OF JUVENILE DELINQUENTS HAVE LEARNING DISABILITIES. SUCH DISABILITIES INCLUDE MINIMAL BRAIN DISFUNCTION, APHASIA, DYSLEXIA, BUT EXCLUDES MENTAL RETARDATION. SUCH DISABILITIES DO NOT LEND THEMSELVES TO SIMPLISTIC TREATMENTS. HYPERACTIVE CHILDREN OR CHILDREN WHO EXHIBIT DESTRUCTIVE TRAITS ARE CHARACTERIZED AS FAILURES BY THEIR FAMILIES AND SCHOOLS. SUCH A DIAGNOSIS FREQUENTLY BECOMES A SELF-FULFILLING PROPHECY, AS THE CHILD IS TREATED AS A BEHAVIOR PROBLEM AND DEVELOPS A POOR SELF-IMAGE. THE LACK OF ATTENTION TO THE ORGANIC PROBLEM OF THE CHILD, WITH TEACHERS AND PARENTS CONCENTRATING ONLY ON THE SYMPTOMS, PUSHES THE CHILD INTO DELINQUENCY. IN THE JUVENILE JUSTICE SYSTEM THE CHILD MAY BE TREATED AS A PSYCHOLOGICAL, RATHER THAN A MEDICAL PATIENT. RECOMMENDED SOLUTIONS INCLUDE TESTING AND TRAINING ACTIVITIES WITHIN THE SCHOOL SYSTEM. (TWK)