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Dealing with LD

Assessment

The procedures for assessing learning disabilities are varied. They depend upon astute observation and asking the "right" questions (i.e. being able to differentiate between verbal and non-verbal problems, for example) to determine the type of learning disability affecting the individual. In all cases, given that the current LD definition states those with learning disabilities possess, at the very least, a normal level of intelligence, an IQ test or some other measure of intelligence is administered first.

If, after an IQ test has been conducted, concerns remain about a child reading at grade level, a series of tests designed to measure specific academic skills such as word and sentence reading, comprehension, vocabulary and spelling, must be carried out. This will determine patterns of learning and performance problems associated with reading. Likewise, if concerns exist about a child demonstrating mathematical skills at grade level, then the assessment and application tests would focus on math-related knowledge. In this case, reading-related tests would also be conducted to determine if the apparent math disability is actually the result of a reading or language problem.

General aspects of learning can also be measured and used to determine the level at which individuals might be expected to apply adaptive strategies. A number of relatively new assessment technologies are able to evaluate a learner's ability to recognize and represent meaning in different forms. These new technologies are also able to identify an individual's tendencies to learn from their mistakes. Results from these types of tests provide important information about the adaptive nature of learners. See Learning from Your Mistakes: Measuring Failure Reflectivity, and the article on Representational Competence.