国产偷拍视频It is unacceptable to administer just one test for the purpose of diagnosis. Minimally, the domains to be addressed should include (but not be limited to) the following test measures.
- Aptitude: Includes the Wechsler Adult Intelligence Scale-Revised (WAIS-R), and the Woodcock-Johnson Psychoeducational Battery - Revised Tests of Cognitive Ability.
- Information Processing: Includes the Detroit Tests of Learning Aptitude - 3 (DTLA-3), and Woodcock-Johnson Psychoeducational Battery – Revised Tests of Cognitive Ability.
- Academic Achievement: Includes Stanford Test of Academic Skills and Woodcock Johnson Psychoeducational Battery Revised: Tests of Achievement
- The Wide Range Achievement Test-3 (WRAT-3) is not a comprehensive measure of achievement and therefore is not useful if used as the sole measure of achievement.
- A school plan such as an Individualized Education Program (IEP) or a ”504 Plan” alone is insufficient documentation to support a student’s eligibility for accommodations and/or services through SDS.
- Documentation should be in the form of a psychoeducational or neuropsychological report.
- Diagnostic reports must include written summaries or background information about a student’s education, and pertinent or relevant medical and family histories that relate to his/her learning disability.
- Relevant test scores must be included and interpreted within the body of the report.
- All diagnoses of specific learning disabilities must be clear and explained in writing.