| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育系所 === 105 === The purpose of the present study was to investigate of the stories behind two junior high school students who had not been identified LD students until in junior high school. A qualitative research method and semi-structured questions were conducted. I interviewed homeroom teachers in primary schools and the junior high school, the two students, and their parents. According to the results of my interviews：
1. The factors that two students were unable to refer identifying in primary schools included: (1) the parents feared their children were labeled at school, and expected children would study well later; (2) the teachers thought it was complicated, such as filling in the information of Pre-referral Intervention; (3) the students’ achievement were not significant in primary schools; (4) the misunderstanding in communication between parents and teachers; (5) the lack of special education knowledge about LD.
2. The performance of the two students after LD identification: (1) the resource room teacher assist two students in establishing appropriate learning steps, methods, and learning strategies; (2) the two students had greater sense of belonging and perform well in the resource class; (3) the adaptive educational placement for the two students let teachers and parents felt assured; (4) the teachers and parents thought that LD labeling is less significant, but the ability of the two LD students would affect searching for a job and the performance of at the work.
Finally, specific suggestions were made based on the results of this analysis for the system of Learning disabilities identification, the knowledge of knowing the disabled children, and the communication between parents and teachers.
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