Initially, teachers may meet with the parent and decide to try interventions before referring for an assessment. If the parent and educators suspect a disability, they begin the assessment process. Testing and Assessment is necessary for children suspected of having a learning disability because:
- It is required by federal and state regulations to determine eligibility;
- It provides important information about the child's suspected disability; and
- If the child qualifies, it provides specific data for use in developing an Individual Education Program (IEP).
What does Assessment and Testing of Learning Disabilities Involve?
Assessment and testing are complex processes of gathering information in all areas related to a student's suspected disability. Current federal regulations require that no more than sixty days should elapse from the time a student is referred until the time the IEP is developed. To a parent, those sixty days can seem like an eternity. What goes on during that time period? Depending on the area of disability and the unique questions surrounding each child, the assessment may include:
- Review of educational records;
- Observations;
- Review of student work;
- Medical, vision, and hearing and audiological examination;
- Developmental and Social History;
- Fine and Gross Motor Evaluation;
- Adaptive Behavior;
- Speech and Language Assessment;
- Intellectual Ability or "IQ" tests;
- Assessment of Academic Skills;
- Social and Emotional Assessment;
- Behavioral Assessment; and
- Psychiatric Evaluation.
Who Conducts Tests and Assessments for Learning Disabilities?
Assessments and tests may be provided by a variety of professionals as needed by the IEP team:
- Teachers;
- Educational Diagnosticians;
- School Psychologists;
- Speech Pathologists;
- Medical Professionals;
- Occupational and Physical Therapists;
- Counselors
Learning about Disability Assessment and Test Results
In many cases, the evaluators issue written reports of their findings that are shared by the team. Some school districts provide assessment results in one integrated report rather than individual reports from each practitioner. When possible, it is helpful for evaluators to attend IEP team meetings to share their results with team members and ask questions. As always, parent input and participation is very important to the IEP team decision making process.
Using Learning Disability Test and Assessment Results to Make Educational Decisions
IEP team members review the information from the assessment results and use the findings to:
- Determine if the student's scores and other test results meet eligibility criteria established by the state;
- If the child qualifies, determine the diagnosis;
- Develop an IEP;
- Determine what specially designed instruction is needed; and
- If the child doesn't qualify, determine what other program supports or instructional interventions are available for assistance.
