General principles of learning disability diagnosis

Basic purpose is the difference between diagnosis of learning disabilities, filter, it not only affects the design of the intervention plan and interventions, but more important is to influence people\'s evaluation of a child and attitude. Therefore, the development of diagnosis for children with learning disabilities, for family and school education of the child are of major importance, must be objective and careful manner. In addition, because of learning disabilities have a great deal of heterogeneity, the possible causes and manifestations of a wide range. Learning disability diagnosis cannot be limited to one aspect, and should be fully integrated. Working in learning disability diagnosis should follow the following basic principles.

1. Multiple methods, multi-channel measurement

Current approach for the diagnosis of learning disabilities and there are many ways of collecting data, and information provided by each method or approach is only partial, only reflect the characteristics of certain aspects of the child, there are some limitations. So they need to have the right combination of variety of ways and means together for comprehensive analysis. In addition, due to the evaluators themselves, their peers, teachers, parents, experts in different positions, respectively, the reported information is not completely consistent, but has reference to diagnostic significance on learning disabilities. Therefore in diagnostic approaches to expanding access to information in the comprehensive understanding of children\'s performance is extremely important.

2. Study on the multiple attribute

Current tools are generally used for diagnosis of learning disabilities for an area of special scales or questionnaires. Resulting in the diagnosis of certain symptoms more sensitive, and not very sensitive to other symptoms diagnosis. If using a single dosage table evaluation questionnaires or a single index, there are some children with learning disabilities may be excluded from the intervention. Use more than one scale or comprehensive scale evaluation subjects of a number of indicators and a comprehensive analysis, so that you can maximize the accuracy of the diagnosis.

3. Many officers to discuss making a decision

Diagnosis of learning disabilities is not a diagnosis or were diagnosed, a personal matter, involving children themselves, families and schools in all its aspects. At the time of diagnosis to be borne by parents, teachers, school psychologists and diagnosis of learning disabilities expert group, full account of all possible conditions, and shall seek the prior child views. The only way to make the diagnosis with a certain degree of accuracy.