Author(s): Kathleen Ross Kidder

Institutional affiliation/Agency/Program: The George Washington University

Publication date or date of most recent update: 1999

Number of pages: 1 page web document

Website URL: http://www.ldonline.org/article/6021

Type of product: Assessment guide

Key words: Disabilities, Learning disabilities, Assessment, Tests

Targets: Learners, Instructors, Administrators, Parents, Counselors

Skill levels of instructional materials (lessons, curricula):
ABE Beginning Literacy (NRS Educational Functioning Level 1)
ABE Beginning Basic Education (NRS Educational Functioning Level 2)
ABE Intermediate Low (NRS Educational Functioning Level 3)
ABE Intermediate High (NRS Educational Functioning Level 4)
ASE Low (NRS Educational Functioning Level 5)
ASE High (NRS Educational Functioning Level 6)

Abstract: Testing and diagnosis of a learning disability are important for an adult seeking accommodations in both work and school. This article answers four questions around this topic:

• Who diagnoses a learning disability?
• What is involved in the process?
• What is the cost of testing?
• What information do I need after diagnosis is complete?

What the experts say: This article has value in the field of adult education because of its discussion on the unusually high rate of adults with undiagnosed learning disabilities and attention deficit hyperactivity disorder (ADHD) and the related importance of diagnostic testing. Considerable confusion and subjectivity have plagued adult education and literacy providers about the diagnosis of learning disabilities and ADHD. According to federal law, appropriate diagnosis is essential to the provision of services to adults with disabilities.

Nationwide, adult educators, counselors/parents, and others are struggling with how to help adults with suspected learning disabilities request and receive accommodations (such as for the GED test), and the request process often includes a need for new or updated documentation of a learning disability or AD/HD. Since most states do not provide funding for their adult education students' disability documentation, this article is valuable to individuals looking for a qualified evaluator and funding sources to complete the evaluation process.

Specific tests were not mentioned, but it was recommended that anyone seeking documentation should pre-determine which tests are required for the intended accommodations request. Although the article is based on sound assessment theory, this theory is implied because no references are cited. The article does, however, provide clear, easy to follow, and useful guidance to the four questions that are critical to diagnosis.