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     The Individual’s with Disabilities Education Act (IDEA) indicates that a learning disability is present when a student’s gap between intellectual potential and academic achievement is significant. In most states significance is defined as a 1.5 - 2.0 standard deviation difference between intellect and academic achievement. An example is a 12 year old who has a measured IQ of 115 who is reading at a third grade level.

   Some states use a 22 point difference between IQ and achievement to determine significance. So, a student with a 115 IQ, and a reading standard score of 93 would be considered LD. This particular example brings up an often misunderstood issue with learning disabilities - even children who are above average or gifted can have a learning disability. The point to remember is that even though this student is reading at a low average level, it is significantly below his potential and is indicative of a learning disability.

   Another way to think about a potential learning disability is by looking at years delayed but, this method becomes less helpful as a child gets older. This type of red flagging is most helpful in primary and maybe even middle school children when a 2 year delay in development is significant. If you think about a student who is 16, a 2 year delay is not as significant and does not have the impact that it has at a younger age. Remember though that a diagnosis of LD comes from standardized evaluations and not based on years of delay.

   When determining whether a learning disability is the reason for delayed academic achievement, you must rule out that the problem is related to sensory issues such as vision and hearing. If the student has vision problems that are resolved by wearing glasses, then the vision problem does not make them eligible for learning disabilities. If a child is visually impaired or blind and glasses do not resolve the problem the child may be eligible for Special Education Services but not under the category of learning disabilities. They may be eligible under the category of blind/visually impaired.

   A diagnosis is only as good at the tests used. A diagnostic team must be vigilant in choosing evaluation tools. These instruments have to have good to excellent reliability and validity. It is important to remember evaluation results are going to label a child for their entire academic career so, it is critical that the highest standard for reliability and validity are upheld in the selection of evaluation instruments.

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	Nonverbal Learning Disability
	Dyslexia
	Dyscalculia