09/23/2025
TESTING ISSUES FOR DISABILITY AND DYSLEXIA
Laws have been changed regarding how we define specific learning disability. In the past, certain cognitive (IQ) scores had to be met, or the person was "functioning according to their ability". We can now identify a disability based on intra-scholastic patterns as well as patterns of strength and weakness cognitively without threshold IQ scores. HOWEVER, and this is a big however, to identify someone as having a specific learning disability in reading is one thing: to be classified as dyslexic as a foundation for that disability STILL requires "adequate cognition". So how do we deal with that? Many IQ tests are heavily verbally weighted, which is an issue for the dyslexic. The answer? Ask for your child to be assessed for non-verbal intelligence as well. The KABC (Kaufman) test has a NVI (Non-verbal Index) element, and the CTONI (Comprehensive Test of Non-Verbal Intelligence) also can assess non-verbal intelligence. Ask for the 3 cognition measures of the Woodcock Johnson: Basic Intellectual Ability, (BIA) Brief Intellectual Ability (BIA) , and Fluid Reasoning Index (GfGc) . Two of the three in the "adequate" range should carry for your child to have "adequate ability to learn" for that dyslexia diagnosis.
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