Chapter 6Formal Assessment and Identification of the Student

with Learning Disabilities

Multidisciplinary Team Process

Identify a problem

Parent/guardian gives permission for evaluation

Formal assessments are completed

MembersSchool Psychologist

Special Educator

Classroom teacher

School Administer

Others who know the child

Guidelines for AssessmentParent permission

Native language

Results are shared

Refer to page 88 and Special Ed timeline

Determining IQShould be free of cultural bias

Refer to page 89-90

Visual PerceptionHow the brain interpret what it sees

SymptomsReversal of numbers/lettersMessy workSlow in copyingSkipping of lines when rereadingDifficulty remembering faces, names, and places

Auditory PerceptionAbility to process information received through

auditory channelSymptoms

Does not enjoy being read toMispronounces common wordsTrouble repeating oral directionsRelies on picture cluesLooks at the speakers lips Poor receptive vocabulary

MemoryDoes not know personal information

Knows only part of nursery rhyme

Loses things

Forgets things

Cannot spell frequently used words

Academic AssessmentRefer to page 94-95

2 or more norm referenced, criterion referenced, or standardized testsReading, math, written expression, spelling, daily

work, observations

ObservationsStick to the facts

Tell what you see

Record verbatim any answers or responses

Time on task

Be clear and explicit