Assessment tools of

Learning Disabilities
Elizabeth B. Larido
 Types of Tests
Used to Diagnose
Learning
Disabilities
Who Conducts
Learning Tests
People who assess children for learning disabilities are usually
experts in education, speech and language, audiology, or
psychology. By conducting a series of tests, evaluations, and
interviews, they work to understand what stands between
your child and academic success.
Findings from these evaluations may reveal any of a number
of issues, ranging from hearing loss or low vision to difficulties
with focus, use of language, or reading. Fortunately, there are
1

tools and techniques for managing almost any learning-related

disability—but until the issue has been diagnosed, there's not
much anyone can do.
 Tests Used to
Evaluate Learning
Diagnosing a learning disability in public schools
requires several types of tests. Common tests used
to diagnose a learning disability include tests of
intelligence, achievement, visual-motor integration,
and language. Other tests may also be used
depending on the evaluator's preferences and the
child's needs.
The
Individuals With Disabilities Education Act (IDEA)
requires that a diagnosis of a learning disability is
not made on the basis of a single test
Intelligence Tests
Intelligence tests (often called IQ tests) most commonly used to diagnose
a learning disability include the Wechsler Preschool and Primary Scale
of Intelligence (WIPPSI), Wechsler Intelligence Scale for Children
(WISC), and the Wechsler Adult Intelligence Scale (WAIS).
Other common intelligence, or cognitive, tests include the Stanford-
Binet Intelligence Test, Differential Abilities Scales (DAS), the
Woodcock Johnson Test of Cognitive Abilities, and the
Comprehensive Test of Nonverbal Intelligence (CTONI)
Comprehensive Test of Nonverbal Intelligence (CTONI). Findings from
these tests can help pinpoint areas of strength and weakness. With this
information, schools can often suggest educational options or offer
special support.
Types of Intelligence Tests
Achievement Tests
Common achievement tests used to diagnose a learning
disability include the Woodcock-Johnson Tests of
Achievement (WJ), the Wechsler Individual Achievement
Test (WIAT), the Wide Range Achievement Test (WRAT),
and the Kaufman Test of Educational Achievement
(KTEA).
These tests focus on reading, writing, and math. If your
child has fallen behind in a particular academic area,
schools can offer remedial support, tutoring, and other
tools to help your child catch up.
Visual Motor Integration Tests
Common visual motor integration tests include the
Bender Visual Motor Gestalt Test and the
Developmental Test of Visual Motor Integration.
Findings from these tests may help to determine if a
child's brain is properly connecting visual cues to motor
coordination.
In other words, are they able to draw what they see? If
they are having a difficult time integrating visual and
motor skills, it will be very tough for them to learn to
write or draw properly without special support.
Language Tests
Common language tests used in the diagnosis of learning
disabilities include the Clinical Evaluation of Language
Fundamentals (CELF), the Goldman Fristoe Test of Articulation,
and the Test of Language Development. These tests explore your
child's ability to understand spoken and written language and to
respond verbally to questions or cues.3
3 Sources
By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping
parents and teachers support students with a range of educational
and developmental disabilities.
 How can a teachers
accommodates with Learning
Disabilities
 Allow scheduled breaks during lectures, tests
and exams. Allow for the use of adaptive
technology. Point out the important sections in
course plans, textbooks and readings to guide test
and exam preparation; when possible, provide
samples of tests and exams. Provide personal
feedback on academic performance.
 Why is it Important to
accommodate students with
Learning Disabilities
Whether for instruction or testing, accommodations
provide students with opportunities to achieve the
same outcomes and to obtain the same benefits as
students without disabilities. By addressing barriers,
accommodations create better access to learning
opportunities for students with disabilities.
Suggestions for interacting one-on-one with a student
with a learning disability
Patience, respect and a willingness to find a way to
communicate are your best tools.
Speak normally, clearly and directly to the person in front
of you.
Some persons with learning disabilities may take a little
longer to understand and respond, so exercise patience.
Listen carefully and work with the person to provide
information in a way that will best suit his or her needs.
If you are not sure what to do, ask, “Can I help?”
Accommodating a students with a learning disability
As an educator, you have a responsibility to accommodate students
with disabilities under the Ontario Human Rights Code. Requests
for accommodation are made on an individual basis by students
through the Office for Students with Disabilities and require
medical and/or formal documentation.
The following are common academic accommodations that may be
required for students with learning disabilities. This list is not
exhaustive and is not intended to replace the official request for
academic accommodations as communicated by the Office for
Students with Disabilities.
1.What Is an Individualized
Education Plan (IEP)?
An Individualized Education Plan (IEP) helps
children with disabilities receive personalized
and specific assistance. This written plan allows
them to receive special education or other resources needed to
be more successful in school. After a referral, an evaluation is

the next step in an IEP and includes multiple factors.

Once a child qualifies for an IEP, a written plan is
developed and shared among the team. This includes
the parent or guardian.
Consent: Both require permission from a parent or guardian before evaluation, but the IEP
requires written consent.
Eligibility: The 504 covers a broader range of disabilities than the IEP’s list of 10
disabilities. An IEP is more appropriate for a child who is falling behind academically while
a 504 provides a child with disabilities accommodations.
Evaluation: The IEP evaluation process is more formal and lengthy than the 504.
Family notification: Both plans require notice to parents or guardians before a change,
meeting, or evaluation. However, the IEP notification must be in writing.
Review: An IEP has to be reviewed yearly and reevaluated every three years. Typically
states follow these guidelines for the 504, but it can vary.
Document type: An IEP must be a written document while the 504 does not.
Who creates it: The IEP is more strict about team members than the 504.
What’s in it: An IEP is specific about a child’s performance, goals, and timing of services
provided. The 504 states who provides services and who makes sure the plan is done.
Who Qualifies for an IEP?
A child qualifies for an IEP if they have a qualifying disability and need special education or
related services. The disability must have a negative impact on their academic performance.
The categories of qualifying disabilities are: 4
 Intellectual disability
 Hearing impairment
 Speech or language impairment that affects communication
 Visual impairment
 Emotional disturbance
 Orthopedic impairment
 Autism spectrum disorder (ASD)
 Traumatic brain injury
 Another health impairment affecting strength, energy, or alertness (e.g., asthma, ADHD,
diabetes, or sickle cell anemia)
 Specific learning disability, e.g., dyslexia
 Deaf-blindness
 Multiple disabilities
Insert IEP sample