Our goal at Georgetown Day School is always to support the individual learning needs of our students while also maintaining our academic standards. In the past few years, an increased number of students have been referred for psycho-educational, neuro-psychoeducational, and/or ADHD evaluations for the purpose of diagnosing a learning disability, ADHD or other issues that may have an impact on learning.
At the High School, many of these students are seeking accommodations for standardized testing testing (e.g. PSAT, SAT, AP, ACT). The documentation must meet specific criteria in order for students to receive accommodations on standardized tests. Due to the variability of the reports, GDS is providing you with guidelines set forth by College Board and ACT. In order for a student to receive accommodations on the PSAT, SAT and AP exams, GDS must complete an eligibility form describing the recommended accommodations and confirm that the documentation meets the guidelines set forth by The College Board. If the documentation does not meet the criteria, the student may utilize the appeals process and submit the complete report for approval by The College Board.
In order for a student to receive accommodations on the ACT, GDS is required to submit the complete diagnostic report to ACT, along with an eligibility form supporting the need for the accommodation(s). The determination of a student's eligibility to receive accommodations is made by ACT.
We have found that problems arise in the following circumstances: when the documentation does not include a detailed educational history showing evidence of ongoing academic problems; when it does not support the ADA definition of a learning disability; and when the evaluation is not current or within three years of the standardized testing date. In addition, justification for each accommodation, including recommendations for time requirements in specific academic areas, is required.
For both College Board and ACT, there is an expectation that the student uses the accommodation(s) in school, and that the accommodations are not for the sole purpose of taking standardized tests. It is possible that a student may be approved for one standardized test and not another. Please keep in mind that these tests are designed with the expectation that the general population of students may not finish within the standard time limits.
In the Middle School, these diagnostic reports are used to support students as well as teachers in their efforts to work with a variety of learning styles. At times, students require certain accommodations. These accommodations may include a variety of supports, including extended time on the ERBs, in class tests and quizzes. GDS arranges for these accommodations based on the information received from the diagnostician.
Enclosed, please find the guidelines for diagnostic testing from both The College Board and ACT. For more detailed information, you may refer to The College Board (www.collegeboard.com) and/or ACT (www.act.org) websites. Our goal in providing this information to you is to clarify the issues surrounding the diagnostic process. Should you have any additional questions, please feel free to contact us.
Helen Steinberg, High School learning specialist
202-274-3274
hsteinberg@gds.org
Tricia MacKay-Monheim, Middle School learning specialist
202-295-6226
tmackay@gds.org
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Links of Interest
LD Online
www.ldonline.org
The leading website on learning disabilities for parents, teachers, and othe professionals.
Documentation Guidelines from College Board
www.collegeboard.com/disable/students/html/document.html
How to become approved for accommodations on College Board tests.
ACT Policy for Documentation to Support Requests for Testing Accommodations on the ACT Assessment
www.act.org/aap/disab/policy.html
Provides individual test takers, professional diagnosticians, and educational programs/schools with specific information about ACT's policies regarding documentation of an applicant's disability and the process for requesting accommodations on the ACT Assessment.
Guidelines for Documentation of a Learning Disability in Adolescents and Adults
www.ldonline.org/ld_indepth/postsecondary/ahead_guidelines.html
The Association on Higher Education And Disability (AHEAD) has developed these guidelines to provide a common understanding and knowledge base of the components of documentation which are necessary to validate a learning disability and the need for accommodation.
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Who Can Diagnose LD and/or ADHD?
From www.ldonline.org
Many professionals are involved in the diagnosis
of LD. They include psychologists, educational specialists, and other professionals
who work in specialized fields such as speech and language. This table explains
the role of some of the professionals who provide services. Recall that many
of these professionals can suspect LD and/or ADHD but all are not licensed to
diagnose the disorders. It is always important to ask the professional about
his/her credentials. When you go to a person in a private practice, not in the
school system, it is important to determine if the professional has the needed
license to be in private practice and to make the diagnosis of LD and/or ADHD.
Last modified June 4, 2002.
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Professional
|
Role of Professional
|
Licensure
|
Can they diagnose LD and/or ADHD?
|
|
Clinical
Psychologist
|
Provides assessment of intellectual and
emotional functioning. Provides therapy for emotional and behavioral
problems for individuals and groups. In general, does not do educational
testing needed to diagnose LD.
|
PH.D.
and licensure required in most states for private practice.
|
LD. Yes,
either by doing complete psycho/educational assessment or by including
educational assessment of educational specialist.
ADHD-
Yes.
Cannot
prescribe medication for ADHD.
|
|
School
Psychologist
|
Provides assessment of learning and school
related problems. Provides therapy that relates to emotional and behavioral
problems evolving from school distress. Trained primarily to do both
intellectual and educational testing. Can also assess emotional functioning.
Usually practice in public school systems. Increasingly in private practice
as well.
|
Ph.D.
or MA Licensure in most states if in private practice.
School
certification within school systems.
|
LD-Yes.
ADHD- No, in general, in schools. This
is a medical condition.*
-Yes with training if private practice.
Cannot prescribe medication for ADHD.
|
|
Educational
Psychologist
|
Provides educational testing. Some trained
to provide assessment of cognitive, intellectual functioning as well.
Important question since test companies define a Level C test which is
to be administered by a PhD. Trained psychologist or a professional whose
training has been approved by the company who produces the test. Many
test of intellectual functioning are Level C tests. Not, in general, trained
to assess emotional functioning.
|
Ph.D.
or MA
Licensure
if in private practice.
|
LD- Yes
if qualified to do assessment of intellectual functioning or if uses results
of assessment done by PhD level psychologist or trained school psychologist.
ADHD- Can offer guidance.* Depends of
level of training. Cannot prescribe medication
|
|
Neuropsychologist
|
Ph.D. level psychologist who assesses
brain processing and functioning. May not be skilled in administering
educational tests. In general does not assess emotional functioning.
|
Licensure
required if in private practice in most states.
|
LD-Yes
but may need to obtain educational from educational specialist.
ADHD-
Yes.
|
|
Psychometrist
|
Assessment specialist. Often found in
school systems, forensic settings, or mental health centers.
|
Most states
do not license for private practice.
|
LD- Yes.
ADHD-
In general no unless special training
|
|
Educational
Specialist
|
Assessment of learning and behavioral
problems.
|
Not licensed
|
LD-No
ADHD-No
|
|
School
Counselor
|
Counseling
and help with school problems.
|
Not licensed
for private practice
|
LD-No
ADHD-No
|
|
Vocational
Counselor
|
Employment
counseling, assessment for employment.
|
Not licensed
for private practice
|
LD-No
ADHD-No
|
|
Social
Worker
|
Therapy and counseling for emotional and
behavioral problem. Help in finding resources.
|
Licensed
in most states for private practice.
|
LD-No
ADHD-
No
|
|
Speech
and Language Specialist
|
Specialist diagnosing speech and language
problems. These can be a component of a learning disability. Part of
a diagnostic team.
|
MA. Private
practice and schools. Licensure and certification may be required.
|
LD-No
ADHD-No
|
|
Occupational
Therapist
|
Specialist working with motor and visual-motor
problems. These can be a component of a learning disability. Part of
a diagnostic team.
|
MA. Private practice and in schools.
Licensure and certification required in some states.
|
LD-No
ADHD-No
|
|
Psychiatrist
|
Medical doctor who specializes in the
functioning of the mind. Does therapy for emotional and behavioral problems.
|
State
medical board certification required.
|
LD-No
ADHD-Yes
Can prescribe
medication
|
|
Physician
|
Medical
doctor
|
State
medical board certification required.
|
LD-No
ADHD-Yes
Can prescribe
medication
|
 |
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