Assessment and decision making : technical assistance guide for learning disability / Learning Disability Study Group, Bureau of Special Education, Iowa Department of Education.
Publisher:
Learning Disability Study GroupBureau of Special Education, Iowa Department of Education,
This document presents the Study Group's recommendations regarding preferred practices in the identification of learning disabilities. The guide is not intended to be a diagnostic "cookbook." Rather, it is presented as a resource guide for area education agencies and field practitioners. The guide presents information useful to the development, implementation and refinement of assessment and identification procedures and practices for students who require special education as a result of a learning disability. The first part of the guide, An Educational Perspective, (1) addresses the issue of definition, (2) identifies the Study Group's agreed upon statements about learning disability, and (3) describes the components of definition that must be considered when identifying an individual as having a learning disability. The second part, The Identification Process, describes the overall identification process that is employed in the schools, specifically addressing the interrelated phases of general education intervention and the full and individual evaluation. Part III, Assessment and Decision-Making, discusses general assessment standards and the practical matter of preferred practices in the assessment of intelligence and the use of discrepancy criteria. The fourth part, Determining and Documenting Eligibility, integrates the information from the first three sections by describing the specific eligibility criteria for learning disability and corresponding assessment and documentation. Part V, Entitlement, overviews decision making and intervention planning.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.