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The evaluation must be performed by an individual qualified to diagnose learning
disabilities. Examples of such professionals include: Neurologist, Licensed
Clinical or Educational Psychologist, School Psychologist, Learning Disability
Specialist, or other professional whose education, training and experience
render that person qualified to diagnose a learning disability. The name, title and
other license, certification or credential information of the evaluator must be
included in the assessment report. The diagnostician should not be a family
member.
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Documentation must be representative of the student's current level of
functioning as it pertains to the academic environment.
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Documentation must include the following:
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Date of Assessment |
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Summary of Procedures and Assessment Instruments Used |
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Summary of Assessment/Test Results, including Standard
Scores and ALL Subtest Scores |
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Summary of relevant history |
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Narrative Report including a clear statement of the presence of
a processing disorder or learning disability, discussion of
possible alternative explanations for results, a statement of
strengths and functional limitations, and suggestions for
reasonable accommodations which must be directly linked to the
stated limitations (and supported by test scores)
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Documentation must include:
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Tests of Aptitude/Cognitive Ability such as:
Wechsler Adult Intelligence Scale - Revised/III (WAIS-R/III);
Woodcock-Johnson Psycho-Educational Battery - Revised (WJ-R) -
Cognitive Battery; Kaufman Adolescent and Adult Intelligence
Test; or Stanford-Binet Intelligence Test (4th Ed.)
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Tests of Achievement such as:
Woodcock-Johnson Psycho-Educational Battery - Revised (WJ-R) -
Achievement Battery; Scholastic Abilities Test for Adults (SATS);
Stanford Test of Academic Skills; or Wechsel Individual
Achievement Test (WIAT)
Specific subject area achievement test are also acceptable, such as:
Nelson-Denny Reading Skills Test; Stanford Diagnostic Mathematics
Test; tests of written language - 3 (TWOL-3); or Woodcock
Reading Mastery Tests - Revised
Note: The Wide Range Achievement Tests are not considered to be
comprehensive measures and thus are not adequate if used as the sole
measure of achievement.
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Tests of Information Processing such as:
Detroit Tests of Learning Aptitude - 3 (DTLA-3); Detroit Tests
of Learning Aptitude - Adult (DTLA-A); WAIS-R/III; or WRJ-
Tests of Cognitive Ability
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