A learning disability usually has a history that can be traced to a child’s early years in school. Many schools use kindergarten screening programs to identify high-risk children. It is normally at this stage that some signs of a potential problem may be noticed. As the child progresses through school and the work demands increase, the symptoms of a possible learning disability may become more apparent. Once these symptoms are recognized, the child is usually referred to the child study team, a local school-based team, to determine whether a suspected disability exists. If the study team suspects that the student has a disability, a referral is made to the multidisciplinary team for a comprehensive assessment. This assessment will cover many areas, including reading, writing, spelling, math, and perceptual, cognitive, psychological and social skills. Other areas of information will be gathered as well from the classroom teacher, parent, and the student. If the comprehensive assessment indicates the presence of a learning disability, the child will receive special education services and supports. In most cases these services and supports can be maintained in the regular education setting through resource room, inclusion, or special education classes. The focus of this LD Report will describe some of the most commonly used measures for assessment of learning disabilities.

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