LEARNING DISABILITY QUESTIONNAIRE

Learning Disability Questionnaire

Learning Disability Questionnaire

School Psychologist Perception Survey

Demographic Information

Please circle what best describes you. Circle or fill in all that apply.

Gender

1 = Male2 = Female

Educational Degree

1 = Masters 2 = Masters plus 30 credits 3 = EdS/CAS 4 = Doctorate

5 = Other

Number of years experience as a school psychologist

1 = 0 to 3 years2 = 4 to 7 years 3 = 8 to 12 years

4 = 13 years or more

Are you currently employed and practicing as a school psychologist in a school setting?

1 = Yes2 = No

Type of school setting

1 = Elementary 2 = Middle School3 = High School

4= More than one setting5 = Other

School Locale

1 = Urban2 = Suburban 3 = Rural4 = More than one locale

Exposure to the IQ-A discrepancy model

1 = No Exposure2 = Minimal exposure3 = Moderate exposure

4 = Frequent exposure

Exposure to the RtI model

1 = No Exposure2 = Minimal exposure3 = Moderate exposure

4 = Frequent exposure

IMPORTANT NOTICE

If you have had no exposure to either model, you may discontinue taking the survey.

If you have had minimal to frequent exposure with either or both models, please continue with the survey

Please circle one letter that best describes your experiences with the IQ- Achievement discrepancy model and Response to Intervention model. Please answer the questions in the order that the pages are stapled together. Thank you very much for taking the time to complete this survey.

A = Strongly Agree

B = Agree

C = Uncertain

D = Disagree

E = Strongly Disagree

All of the following questions relate to the IQ-Achievement Discrepancy Model

The IQ-Achievement discrepancy models…..

have been suggested to lead to under identification of students suspected of having a learning disability.

A = Strongly Agree B = Agree C = Uncertain D = Disagree E = Strongly Disagree

have been suggested to lead to over identification of students suspected of having a learning disability.

A = Strongly Agree B = Agree C = Uncertain D = Disagree E = Strongly Disagree

used in the local school districts in your area show variability in how they determine if a discrepancy exists.

A = Strongly Agree B = Agree C = Uncertain D = Disagree E = Strongly Disagree

used for evaluating a discrepancy between ability and achievement in most schools districts is the standard score comparison method.

A = Strongly Agree B = Agree C = Uncertain D = Disagree E = Strongly Disagree

use of one method to calculate a learning disability is not specific enough.

A = Strongly Agree B = Agree C = Uncertain D = Disagree E = Strongly Disagree

are not developmentally sensitive toward different stages of reading at different age groups.

A = Strongly Agree B = Agree C = Uncertain D = Disagree E = Strongly Disagree

use of discrepancy formulas are often used as a political means to regulate funding for special education.

A = Strongly Agree B = Agree C = Uncertain D = Disagree E = Strongly Disagree

way of currently assessing students for LD eligibility is a good idea and is in the best interest of students.

A = Strongly Agree B = Agree C = Uncertain ...