Articles from prior issues of The Advocate

September/October, 2000

Diagnosing A Learning Disability: The Process
by Myra Rackers, Missouri DDS

WE HAVE ALL SPENT TIME sifting through diagnostic summaries, IEPs and school records, but have you ever stopped to think about the steps taken to compile these records? A panel of experts explained the four level process at the MADE Regional Conference in Kansas City. Irene McCoun, Ed.S., (and former DDS counselor), Marcy Brown, Ed. S, Bonnie Richardson, M.A., outlined the four levels of activity involved in diagnosing a learning disorder and placing the student in special education services.

The process begins at level one with the identification of a problem, either through a teacher or parent. A referral is made to the evaluation team. Level two begins with a 30-day period in which an evaluation plan is discussed. This evaluation will include classroom observation, determining if testing is necessary, and which tests are most appropriate. Level three is completion of evaluation plan and the writing of the Individual Education Plan (IEP). Every minute spent outside of the mainstream classroom must be accounted for in the IEP.

The final level, level four, involves the placement or referral for placement.

Re-evaluation usually occurs every three years. The evaluation team may or may not suggest IQ testing during the re-evaluation. All of the speakers strongly encouraged DDS examiners to share copies of IQ and speech testing with the claimant’s school. They also offered a reminder that the documents we need to request from the school include the 504 plan, diagnostic summary and the IEP.