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Learning Disabilities, Language Deficits and WISC-'S: The Tale of a Preventable Misdiagnosis

Dorothy A. Stracher
Research and Teaching in Developmental Education
Vol. 12, No. 2 (Spring 1996), pp. 51-60
Stable URL: http://www.jstor.org/stable/42801928
Page Count: 10
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Learning Disabilities, Language Deficits and WISC-'S: The Tale of a Preventable Misdiagnosis
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Abstract

Colleges and universities are required to provide appropriate services for the increasing number of post-secondary students who identify as learning disabled.Which accommodations are to be offered is initially determined by the high school IEP. Thus, the accuracy of these assessments and evaluations is often critical; if the reports are correct, the student with learning disabilities will receive appropriate services, if inaccurate, the post-secondary institution may provide inappropriately for the student. This article describes one such inappropriate assessment made by the feeding high school. Because Dowling College offers a program in addition to services, this student with learning disabilities was eventually assessed appropriately and received the strategies that allowed her to achieve her maximum potential.

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