Assessment of Learning Disabilities

Abstract

Assessment takes many forms. Broadly defined by Ysseldyke and Algozzine (1979) and Thurlow and Ysseldyke (1979), assessment is the process of collecting information for use in making educational decisions about students. The assessment techniques used to identify students with learning disabilities are as varied as the individuals engaged in assessment. A review of literature identifies many assessment models that include tests and testing batteries, observation, history taking, diagnosis, and so forth. So much has been written in the last few years on assessment for learning disabilities that a person can find support for or refutation of any theory or model; however, given the existence of Public Law 94-142, a local educational agency must develop a system for identification of students with learning disabilities. This identification is a difficult task for most school districts. There are many assessment models. A number of professionals emphasize the importance of assessment as being a part of the ongoing instructional program (Cruickshank et at., 1980; Reynolds, 1975). Some stress that it is important to assess the student in relationship to his environment (Adelman and Taylor, 1979; Carroll 1974; Freund, et at., 1979); Laten and Katz, 1975; Wallace and Larsen, 1978). Although there are many dif-