Just to add a bit more to the digression into average intelligence as a 
prerequisite for a LD diagnosis, my state's (VT) regulations don't say 
there has to be a minimum IQ. Among children (up to age 22) the 
evaluation procedure requires that there be a significant discrepancy of 
1.5 standard deviations between one's expected performance based on IQ 
and one's actual achievement in a variety of basic skills area. The 
expected performance is an adjusted IQ score taking standard error and 
deviation to the mean into account. The upshot of this is that a person 
with a lower than average IQ would not need as large a spread between IQ 
and achievement to show a significant discrepancy. A person with a 
higher than average IQ would need a larger spread to show a significant 
discrepancy.

Tom Woods

PatMFL at aol.com wrote:


> While the notion that persons with learning disabilities have average 

> or above average intelligence but have a processing deficit may be 

> dated, it unfortunately is was the basis for determining eligibility 

> to receive services for students 14 and older. This will be changing 

> as students identified under the a RTI system, but until these 

> students age up, we are dealing with students found eligible under the 

> old system.  It will be interesting to see how post-secondary 

> institutions will respond to the RTI model of determining eligibility 

> for services rather than the discrepancy model.

>

> On another note, it has been my experience that many, not all, high 

> school students who have been diagnosed as having a learning 

> disability need to be taught community living skills as well as 

> social/personal skills.  Quite frequently their learning disability 

> does overlap into the community and their social life.   This is why a 

> quality transition IEP address all of the transition service areas:  

> instruction, employment, community experience, post-school adult 

> living, related services, and if appropriate, daily living skills and 

> functional vocational evaluation.  Many people feel that the only area 

> that needs to be discussed for students with learning disabilities is 

> the instruction area, because after all, these are students who have 

> average or above average intelligence.   One of the things that I like 

> to emphasize when doing training on Transition IEPs is the importance 

> of addressing post-school adult living.  Most folks think that this 

> area is only there to discuss the need for living accommodations 

> (independent living/supported living), however, this is where the 

> skills needed to function as an adult (budgeting, time management, 

> etc.) need to be addressed.

>

> Patrick Mulvihill, Consultant

> The Transition Center at the University of Florida

>

>

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