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Testing Students for a Learning Disability

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Having been in school about 2 and 1/2 months, my mailbox at school is getting busier with referrals.  As the school psychologist in an elementary building, there’s been ample time for teachers to identify concerning students, try individualized interventions, and monitor their progress. For some of those students who are still struggling, it’s time for including the school psychologist for some discussion with the parents: should we be considering testing?

How and when should parents and teachers begin to consider a child for testing?

What should you expect if you decide to move forward with testing?

As my well trained teachers know,  lack of sufficient growth to grade level instruction can be an early indication, along with insufficient rate of growth despite individualized intervention. Because of changes in the law that governs special education and testing, most school districts require some period of intensive, individualized interventions either prior to testing  or as part of the evaluation. This is called ‘response to intervention’ or R.T.I.  Throughout this time period, the expectation is that the student’s response to the intervention  (progress) is monitored and documented. This is an important concept to keep in mind and to consider prior to initiating the testing process or, at the very least, to understand once testing is underway.

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