Identifying learning disabilities and ADHD requires the use of information from multiple sources. Assessments typically include the following:
· Information provided by the parent(s), the student, and the educator(s) (e.g., the language spoken at home, developmental history, and observations in the classroom)
· Educational history
· Medical information (e.g., information on vision, hearing, and physical condition)
· Educational assessments and/or other professional assessments (e.g., psycho-educational and/or psychological assessments, other assessments by health professionals)
Assessment measures are based on Canadian norms, where possible; are culturally sensitive; and provided to the student in accessible format, as required. Assessment results are conveyed using standard scores instead of grade levels or age and/or grade-level equivalencies.
The results of the assessments must inform the development of the student’s Individual Education Plan (IEP).
Various factors and conditions (e.g., physical limitations, gender, cultural differences) that are not aspects of learning disabilities are also be taken into account when determining whether a student has a learning disability. Such factors and conditions may further complicate the recognition and identification of learning disabilities, and they may contribute to or exacerbate the challenges that students with learning disabilities may face.
Assessment results inform the description of a student’s strengths and needs and are used to determine special education programs and/or services for the student.