As per the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), a learning disability is defined as "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which the disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations." Individuals found to have a Specific Learning Disability most often receive school-based special education support and services. In order to determine the existence of such disabilities, referred students must undergo a psycho-educational evaluation.

Assess Learning Disabilities

Evaluate intelligence.
Evaluate intelligence.

Assess the individual's intellectual functioning by administering an aptitude test. Most commonly, the Wechsler Intelligence Scale for Children: Fourth Edition (WISC-IV) or Stanford Binet Intelligence Scales: Fifth Edition (SB5) are utilized. Score the intelligence assessment, paying special attention to the Full Scale IQ (FSIQ).

Evaluate achievement.
Evaluate achievement.

Assess the individual's academic functioning by administering an achievement test. Most commonly, the Wechsler Individual Achievement Test: Third Edition (WIAT-III), Woodcock Johnson Tests of Achievement: Third Edition (WJ-III) or Kaufman Test of Educational Achievement: Second Edition (KTEA-II) are used. The achievement assessment will evaluate an individual's ability in reading, mathematics, written language, listening skills and oral language.

Analyze the scores.
Analyze the scores.

Determine the discrepancies between ability and achievement. To qualify for a learning disability, individuals must display a severe difference between ability (IQ) and actual performance in achievement. Many achievement-test-scoring programs offer statistical output that will help make the determination of discrepant scores.

Determine a need for support.
Determine a need for support.

Determine the need for special education services. When qualifying individuals for learning support, the student must meet a two-prong criteria. Not only must the person have a discrepancy between ability and achievement, he must also demonstrate a need for services. This can be determined by looking at school grades and state/local assessments, as well as other factors.

Review the findings.
Review the findings.

Review the results and all considerations with a team of professionals. This often includes the school psychologist, special education direction, classroom teacher and parent.