COMPREHENSIVE ASSESSMENT OF STUDENTS WITH LEARNING DISABILITIES

Abstract

The National Information Center for Children and Youths with Disabilities (NICHCY, 1999) listed five purposes of assessment: (1) screening; (2) evaluation; (3) eligibility and diagnosis; (4) IEP development; and (5) instructional planning. Screening is concerned with identifying students who are suspected of having a disability. In the area of LD, assessors would be evaluating children who are exhibiting learning difficulties or delays in acquiring academic skills. Data from the screening would point out the degree to which these students with suspected LD are approximating average academic growth patterns. Students with extremely deficient skills would be recommended for a full evaluation. This evaluation would delineate the student’s strengths and weaknesses, and overall academic progress across the curriculum. Evaluation would encompass three areas, namely, pre-academic, academic, and learning style assessment. Pre-academic assessment provides information related to a student’s status on prerequisite behaviors (e.g. attention to task) that need to be acquired before instruction in an academic domain (e.g. math) occurs. Academic assessment allows educators to: pinpoint deficit academic readiness skills; describe a student’s overall skill performance level; identify academic skills necessary for learning a domain area; and delineate the steps of a learning task a student has mastered. Learning style assessment involves the identification of a student’s individual learning pattern that she has acquired based on her learning and behavior assets and weaknesses (e.g. active vs. passive learner, auditory vs. visual learner).

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