The overall goal of a Learning Disability (LD) assessment is to clearly identify the existence and impact of a biological, neurological or acquired (from brain injury) learning disability. Recommended ‘best-practice’ suggests a comprehensive process that includes not only standardized test results and interpretation, but history, observation, and the functional limitations of a learning disability on the adult’s performance in school, work, and life.
A comprehensive process of assessment for adult learning disabilities should include the following components:
- Personal, medical, family, and language background
- Educational history of difficulties and/or special service
- Previous assessment results (if available and current)
- Tests used and results for intellectual performance or cognitive abilities
- Identification of cognitive strengths and weaknesses
- Tests used and results for academic achievement skills
- Identification of achievement strengths and weaknesses
- Diagnosis statement for the learning disability
- Educational and/or vocational recommendations for instruction, accommodation, and/or referral
In addition, the above components must be documented in a professional written report on letterhead and signed by the examiner(s) for review by various agencies determining eligibility for service or approval for accommodations.