Teacher’s Role in the Assessment of Learning Disabilities
Teacher’s Role in the Assessment of Learning Disabilities

Summary/Abstract: We describe two models that incorporated features of response-to-intervention (RTI), low achievement, and intra-individual differences models for the identification of children as learning disabled, and highlight the key role of teachers in this process. This approach to assessment assumes that the person is old enough that there is an expectation that reading, math, and written expression skills have begun to develop. The heart of the identification model and approach to assessment is the focus on the measurement of RTI. It’s means that as soon as it is apparent that the parson has an achievement problem, the intervention begins; resources expended on diagnosis should be focused on intervention. People should not be identified as learning disabled until a proper attempt at instruction has been made. Also, we emphasize that there are many controversial aspects related to clinical diagnosis criteria and differential diagnosis of learning disabilities, with a major impact on the medical and educational psychology practice.

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