In 1982, a survey of California community colleges was conducted to determine the formal and informal devices used to identify and assess learning disabled average (LDA) students; the characteristics, skills, and behaviors measured; the personnel who administered the assessment instruments; and the intake process and identification and assessment instruments recommended for LDA students. Study findings, based on responses from all 106 colleges surveyed, revealed that 80 of the schools had formal programs for identified LDA students, 13 operated some other type of service, and that approximately 7,962 LDA students were receiving formal or informal services. With respect to the 80 colleges with formal programs, the study found: (1) 94% conducted intake interviews; (2) 80% accepted assessment results from other agencies and 81% conducted standardized assessments to obtain further data; (3) informal assessments were used by 64 respondents to complement formal testing practices; (4) the Wide Range Achievement Test, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test (Revised) were used by more than 70% of the respondents; (5) reading, auditory perception, achievement, and arithmetic were the areas most frequently tested using formal assessment tools; and (6) a learning disability specialist was most often responsible for administering tests. The 20-item questionnaire used to collect data on the LDA programs is included in the Appendices. (HB)