Sakiz, H.Sakız, HalisDepartment of Educational Sciences / Eğitim Bilimleri Bölümü2019-05-152019-05-1520181360-3116https://doi.org/10.1080/13603116.2017.1363302This paper reports findings of a case study carried out in two elementary mainstream schools in Turkey. The main aim of the study was to investigate the role of identification and school management within the process of educating students with learning disabilities in mainstream schools. Interviews with stakeholders, observations and documentary analysis yielded the following broad themes: (a) referral and identification was often carried out with little consideration of preventive and holistic approaches; [(b) identification based on narrow assessment guided the educational content, influenced school climate and teacher practices and (c) school management bodies assumed little responsibility to plan, coordinate and evaluate the education provided to students with learning disabilities. Outcomes of this study can guide good practice and policy regarding identification and school management in Turkey as well as other countries going through similar processes in terms of educating students with learning disabilities in mainstream schools. © 2017 Informa UK Limited, trading as Taylor & Francis Group.en10.1080/13603116.2017.1363302info:eu-repo/semantics/closedAccessCase StudyIdentificationInclusive EducationLearning DisabilitiesSchool AdministrationArticle223285305Q3Q1WOS:0004250041000052-s2.0-85027106782