| Evaluations & Documentation |
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| Diagnostician / Evaluator Qualifications The assessment and diagnosis of specific learning disabilities must be conducted by a qualified professional who has had comprehensive training and direct experience with an adolescent and adult LD population. This evaluation should be done by a trained and certified and/or licensed psychologist, learning disabilities specialist/diagnostician, or educational therapist. This type of evaluation can be done by appropriate public school personnel and/or individuals in private practice. It is not considered appropriate for professionals to evaluate members of their families. Diagnosis / Verification of the Learning Disability (LD) The assessment report must contain a diagnosis of specific LD (i.e. DSM-4). Nonspecific diagnoses (i.e. learning styles, learning differences, academic problems, slow reader, and test anxiety) in and of themselves do not constitute a learning disability. The report should use direct language in the diagnosis with support of specific test results or clinical observations, and provide a need for services based on current levels of functioning in an educational setting. This type of evaluation can be done by appropriate public school personnel and/or individuals in private practice. Diagnostic Testing Guidelines
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| LDA of America Schwab Learning CHADD International Dyslexia Association LD On-Line Non Verbal Learning Disorders Association NICHCY Center |
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Suggested Diagnostic Evaluation Instruments The following list is not intended to be all-inclusive or to limit assessment in other areas that may be pertinent to the individual, such as vocational interests and aptitude, etc. The instruments listed below are routinely used and generally widely accepted by professionals qualified in administering and interpreting such diagnostic evaluations. These guidelines are meant to provide specific information with respect to the minimum areas that should be assessed in order to verify the diagnosis and to determine appropriate academic accommodations. Aptitude/Cognitive Ability Assessment Instruments:
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Academic Achievement Assessment Instruments:
Information Processing Assessment Instruments:
Diagnostic Evaluation Report Guidelines: The report should include a clear statement of the learning disability and the rationale for this diagnosis. Individual learning styles and learning deficits do not necessarily, in and of themselves, constitute a learning disability. Tests Administered and Test Scores: The names of the tests used in making the diagnosis and the specific scores from these tests should be included in the report. Grade level scores, standard scores, and percentile scores are helpful in understanding the rationale behind the diagnosis and in recommending appropriate support services. Recommendations/Accommodations: Recommendations should include specific suggestions for reasonable academic-related accommodations, which might be appropriate at the post-secondary level. These recommendations should be based on the diagnostic evaluation results and should be supported by the diagnosis. When appropriate, additional recommendations for specific learning strategies, academic support services, and any other suggested treatment procedures would also be useful. Evaluator/Diagnostician Identifying Information: Diagnostic reports should include the name, signature, license number (if applicable), title, address, and phone number of the evaluator(s) and the date(s) of testing. A Comprehensive Assessment Battery and the Resulting Diagnostic Report should include the following:
Assessment Battery: A comprehensive battery should include: Aptitude/Cognitive Testing: Intellectual ability with all sub-tests and standard scores. Academic Achievement Testing: Comprehensive achievement in reading, mathematics and oral and written language skills reported in both grade level and standard scores. Information Processing Testing: Ability scores in short and long term memory, auditory and visual processing, processing speed, and reasoning skills. Clinical Summary: Indicate how evaluator has ruled out alternative explanations for academic problems, how assessment score patterns reflect presence of LD, how LD constitutes a substantial limitation to learning or other major life activity, degree to which learning is impacted by the LD, rationale for specific accommodations needed. Recommendations: Specific suggestions for reasonable academic-related accommodations based on diagnostic evaluation results and supported by the diagnosis. |
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