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)
  • Observations
  • 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.