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Additional Guidelines for Documenting Learning Disabilities

It is unacceptable to administer just one test for the purpose of diagnosis. Minimally, the domains to be addressed should include (but not be limited to) the following test measures.

  • Aptitude: Includes the Wechsler Adult Intelligence Scale-Revised (WAIS-R), and the Woodcock-Johnson Psychoeducational Battery - Revised Tests of Cognitive Ability.
  • Information Processing: Includes the Detroit Tests of Learning Aptitude - 3 (DTLA-3), and Woodcock-Johnson Psychoeducational Battery – Revised Tests of Cognitive Ability.
  • Academic Achievement: Includes Stanford Test of Academic Skills and Woodcock Johnson Psychoeducational Battery Revised: Tests of Achievement
  • The Wide Range Achievement Test-3 (WRAT-3) is not a comprehensive measure of achievement and therefore is not useful if used as the sole measure of achievement.
  • A school plan such as an Individualized Education Program (IEP) or a ”504 Plan” alone is insufficient documentation to support a student’s eligibility for accommodations and/or services through SDS.
  • Documentation should be in the form of a psychoeducational or neuropsychological report.
  • Diagnostic reports must include written summaries or background information about a student’s education, and pertinent or relevant medical and family histories that relate to his/her learning disability.
  • Relevant test scores must be included and interpreted within the body of the report.
  • All diagnoses of specific learning disabilities must be clear and explained in writing.
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Last updated: 2014-08-04T21:16:37.74Z