LEGAL MATTERS
OF DIAGNOSIS
 FROM TESTING TO DIAGNOSIS
|
|
WHO CAN MAKE A QUALIFIED DIAGNOSIS?
Federal disability laws require universities to accommodate
students whose learning disabilities make it difficult for them to complete
normal degree requirements. In a case brought by 10 Boston University students,
U.S. District Judge Patti B. Saris, agreed that university graduation
requirements for certain math and language courses placed an unfair burden on
students with learning disabilities. Saris said that such requirements to
produce a recent diagnosis of learning disability from a physician or
psychologist in order qualify for special accommodations from the university,
such as tutoring and extra time to complete tests and assignments, were "high
hurdles" that placed emotional and financial burdens on disabled students. She
ordered the university to accept diagnoses of learning disability from any
"professional" with a master's degree in education (Chavez 1997).
HOW DOES TESTING TRANSLATE TO DIAGNOSIS?
(1) Standardized tests like the Wechsler Intelligence scales and
tests of math ability are used to compare individual performance with majority
peer group performance. The formula for calculating "Math IQ" is Math Q= Math
Age divided by Chronological Age x 100. A score of 1-2 standard deviations below
the mean (middle) score of the group is considered "deficient." A score of 70-75
is extremely deficient (CTLM 1986, 49-50).
(2) A dyscalculia diagnosis in pre-school age children can be made when a child
cannot "perform simple quantitative operations" that should be "routine at his
age (CTLM 1986, 50)."
(3) Developmental dyscalculia is present when a marked
disproportion exists between the student's developmental level and his general
cognitive ability, on measurements of specific math abilities (CTLM 1986, 67).
(4) Quantitative dyscalculia is a deficit in the skills of counting and
calculating (CTLM 1989, 71-72).
(5) Qualitative dyscalculia is the result of difficulties in comprehension of
instructions or the failure to master the skills required for an operation. When
a student has not mastered the memorization of number facts, he cannot benefit
from this stored "verbalizable information about numbers" that is used with
prior associations to solve problems involving addition, subtraction,
multiplication, division, and square roots (CTLM 1989, 71-72).
(6) Intermediate dyscalculia involves the inability to operate with symbols
or numbers (CTLM 1989, 71-72).
(7) Normal intelligent quotients range between 90 and 110, with 100 being the
average. Scores above 110 are superior, and scores above 140 are very superior.
The Educational Policies Commission estimates that 10% of the population has
IQ's of 120-136, while only 1% have IQ's137 or above (Cutts and Moseley 1953,
17). In 1937, Terman and Merrill published the following IQ classifications:
30-69, Mentally Defective; 70-79, Borderline Defective; 80-89 Low Average;
90-109, Normal or Average; 120-139 Superior; 140-169 Very Superior (Moore 1981,
41).
(8) Use discretion when basing important decisions solely on IQ
scores, which can vary over time and across testing instruments. Fluctuations of
10 points have been seen in more than 3/4 of all students, 1/3 of student's
scores fluctuate by 20 or more points, scores of 1/10 of students vary by 30
points, and a few have scores that change by as many as 45 points (Strang 1960,
16).
WHAT ARE COLLEGES OBLIGATED TO DO WITH AN LD DIAGNOSIS?
Three federal laws provide for accommodations for learning
disabilities: the 1973 Rehabilitation Act, the 1975 Individuals with
Disabilities Education Act, and the 1990/1997 Americans with Disabilities Act.
More than 21,000 students each year get extra time to complete the SATs, and
other entrance exams, because of diagnosed learning disabilities. Some enlist
exam assistants to help fill out the answer sheets- if proven problems in
recording exist. Special consideration should be given for learning disabled
students despite poor test scores. Other university accommodations include:
paid tutors and note takers, extra time to complete assignments and tests, and
waivers for course requirements that are unreasonable due to the documented
disability (Chavez 1997).
REFERENCES
ACCESS ERIC. 1995. What Should Parents Know About Performance
Assessment? Parent Brochure. ACCESS ERIC. [on-line document] Available at:
http://www.aspensys.com/eric. Internet.
Bagin. Carolyn B. and Lawrence M. Rudner.1998. What Should
Parents Know About Standardized Testing? Parent Brochure. ACCESS ERIC.
[on-line document] Available at: http://www.aspensys.com/eric. Internet.
Center For Teaching/ Learning of Mathematics (CTLM). 1986.
III. Progress of Dr. Ladislav Kosc's Work on Dyscalculia. Focus on
Learning Problems in Mathematics Volume 8: 3&4. (summer & fall
edition).
Chavez, Linda. 1997. Look Out Harvard, Here I Come!
E.W. Scripps Newspaper. Scripps Howard Broadcasting. [on-line article]
Available at: http://texnews.com/opinion97/chavez082097.html.
Internet.
Elliott, Steven N. 1995. Creating Meaningful Performance
Assessments. Reston, VA: The ERIC Clearinghouse on Disabilities and Gifted
Education and the Council for Exceptional Children. ERIC EC, Digest #E531.
[on-line document] Available at: http://www.cec.sped.org/digests/e531.htm.
Internet.
Karnes, Frances A. and Ronald Marquardt. 1997. Know Your Legal Rights in
Gifted Education. Reston, VA: The ERIC Clearinghouse on Disabilities and
Gifted Education and the Council for Exceptional Children. ERIC EC, Digest
#E541. [on-line document] Available at:
http://www.cec.sped.org/digests/e541.htm. Internet
Knoblauch, Bernadette and Barbara Sorenson. 1998. IDEA's
Definition of Disabilities. Reston, VA: The ERIC Clearinghouse on
Disabilities and Gifted Education and the Council for Exceptional Children. ERIC
EC, Digest #E560. [on-line document] Available at: http://www.cec.sped.org/digests/e560.htm. Internet.
NCES. 1997. Snyder, Thomas D., with production manager, Charlene
M. Hoffman. Program Analyst, Claire M. Geddes. Digest of Education Statistics
1997, NCES 98-015. U.S. Department of Education. National Center for
Education Statistics. Washington, DC. [on-line document] Available at:
http://nces.gov/pubs/digest97/98015.html. Internet.
Sharma, Mahesh 1989. How Children Learn Mathematics:
Professor Mahesh Sharma, in interview with Bill Domoney. London, England:
Oxford Polytechnic, School of Education. 90 min. Educational Methods Unit.
Videocassette.
Sharma, Mahesh. 1990. Dyslexia, Dyscalculia, and Some
Remedial Perspectives for Mathematics Learning Problems. Math Notebook:
From Theory into Practice. no. 7, 8, 9 & 10. (September, October,
November, & December).
Strang, Ruth. 1960. Helping Your Gifted Child. New York:
E.P. Dutton & Company Incorporated.
8053
N. Delaney Rd., Henderson, MI 48841 (313) 582-6300
renee@dyscalculia.org
©
2000 R. M. Newman Communications http://www.dyscalculia.org