Diagnosis or Disabilites

Submitted by an LD OnLine user on

I am currently a special education teacher and have been for 5 years. I have recently began teaching in a school that requires the special education teacher to complete the testing process on students referred for special education and complete reevaluations on those already in the program. We currently give an IQ test and 2 achievement tests, the Woodcock Johnson and the PAIT, to determine eliglbility, but with the new stanards I feel that some children are currently going undiagnosed. I now that a slow learner is not necessarily learning disabled, but I am curious what other teachers or diagnosticians are using. Are their any good LD rating scales out there that could help us in the determination? Any help or ideas that I could get would be greatly appreciated.

Submitted by Anonymous on Tue, 10/23/2001 - 1:30 AM

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I am an SLD teacher in Florida. I don’t do referral testing, but our counselor uses the K-Bit quite a bit. I do re-evals on my students, and always have. For SLD/EH I usually use the BASIS, http://www.psychcorp.com/catalogs/paipc/psy054cpri.htm provided that the student is functioning on a 1st grade or above level. I also use the BRIGANCE http://www.curricassoc.com/order/subject.asp?Type=SCH&quick=search&sub=&grade=Grades&txtTitle=BRIGANCE&CustID=5446134329517222118333 for EMH students or those whom I need to keep a longer record on how they are doing. Hope that helps,

Heather

Submitted by Anonymous on Wed, 10/31/2001 - 2:20 PM

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I am an LD teacher in ND and have always done all academic assessment for both new referrals and reevals. Our school psychologist does the IQ tests.

We also use the Woodcock Johnson III as our basic academic test. If more indepth info is desired, we use the Woodcock Reading mastery and Keymath. In our district, informal assessment is stressed - to be done in addition to formal standardized testing. This might include reading samples from classroom texts, writing samples, etc. The informal assessment may give a more accurate view of where the student is in relation to his current classroom placement.

I also use the LDES which is completed by the classroom teacher. This gives a standardized score of how the student is performing daily in the classroom, rather than a one-time performance on a test.

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