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Journal of Learning Disabilities, Vol. 33, No. 1, 14-25 (2000)
DOI: 10.1177/002221940003300105

Evaluation Practices for College Students with LD

Nicole S. Ofiesh

Providence College, Harkins Hall 330, River Ave., Providence, RI 02918, nofiesh{at}providence.edu

James K. McAfee

The Pennsylvania State University

To examine current practices in the use of psychoeducational evaluations for service delivery, we surveyed 91 service providers to college students with learning disabilities. The three purposes of the survey were to determine (a) whether service delivery decisions are based on information from psychoeducational evaluations, (b) which sections of the psychoeducational report are most useful in making service delivery decisions, and (c) the respondents' satisfaction with the tests and measurements for service delivery. The findings supported the common belief that data from psychoeducational evaluations serve as the primary basis for both eligibility and specific accommodation determinations. Respondents reported that all sections of the psychoeducational evaluation written report were useful, with the least useful section being test scores and the most useful being the summary of cognitive strengths and weaknesses. However, the section used most often for service delivery decisions was the professional's recommendations.


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