Such practices and procedures result in erroneously including individuals whose learning and behavioral problems are not attributable to learning disabilities and excluding individuals whose deficits are manifestations of specific learning disabilities. Policymakers, educational administrators, regular and special educators, related services personnel, parents, advocates, and others who identify, assess, diagnose, and provide services to people with learning disabilities should find it relevant. Learning Disabilities Are Manifested Differently Over Time, in Severity and in Various Settings. Learning disabilities, like other handicapping conditions, vary in their manifestations and are mild, moderate, or severe. Appropriate procedures must be used from early childhood through adulthood to assess and identify individuals suspected of having learning disabilities.
Procedures vary with different age groups.
Problems associated with learning disabilities may be observed in both academic and non-academic settings. Consequently, procedures used to diagnose individuals should include data collected from all relevant settings. This is especially true for children under the age of 9. 2. That Can Interfere with the Acquisition and Use of Listening, Speaking, Reading, Writing, Reasoning, or Mathematical Abilities. Differential diagnosis is a process and requires the formulation of hypotheses regarding the etiology and nature of the presenting problem.