The LIGHT Center, T-90, College of the Redwoods (476-4290) - August 28, 2000

How many times have I been asked what exactly we do at the LIGHT Center? Probably a time or two too many. One of the more confusing aspects of what we do here is surrounding the assessment process for students who feel they may have a learning disability. So, let’s follow a student through the process of enrolling in Guidance 343.

Let’s call our student F.L. (frustrated learner). FL has a history of trouble in school surrounding reading and math however did graduate with a diploma. F.L. has had several jobs since graduation but none really leading to a career. F.L. is now in college and having trouble. F.L. goes to his instructor to discuss the problems, and it is recommended that he see a counselor in DSPS. Upon meeting with a counselor, it is clear that F.L., despite having had academic problems, never underwent any type of formal testing to determine if a disability existed. F.L. has no other conditions that could explain the difficulty he is having at school. He is therefore enrolled in Guidance 343.

F.L. comes to the LIGHT Center for a 30-minute appointment during which we collect preliminary paperwork (phone, address etc.), answer questions, explain our process, and give F.L. a tour of the facility.

F.L. attends a two-hour session with approximately four other students. During this time F.L. and the other students complete a very detailed case history form mandated by the Chancellor’s Office. It includes information pertaining to academic, medical, and family history. Many students have difficulty filling this out, hence the reason for the two-hour small group setting.

F.L. attends a one-hour lecture with several other students designed to inform F.L. about services available here on campus and in the community.

F.L. attends a one on one meeting with the Learning Disabilities Specialist to discuss any questions she might have about the answers F.L. supplied on the Case History. The review is mandated by the Chancellor’s Office. At that time a determination is made whether or not F.L. is appropriate for testing. Things that would disqualify him from testing would include interfering conditions such as a psychological disability, heavy medication, physical conditions making testing invalid, severe test anxiety to name a few. In this case, F.L. will be tested, as there is nothing else that would explain his difficulty, nor are there any interfering factors.

F.L. will have two appointments, one for two hours and one for three hours. During the two-hour appointment, F.L. completes an achievement test that determines his academic skill level in areas such as writing, reading, dictation, math word problems, and math calculations. The second appointment is used to test ability. Ability is not so much what you have learned in school though that cannot be eliminated, but is geared more towards determining F.L.’s overall problem solving and reasoning ability. This is a measure that does not change much with age, fluctuating only about 5 points throughout one’s lifetime.

After lengthy analysis of test results, F.L. attends a one hour meeting with the LD Specialist to have the testing results explained, paperwork completed, and a program of action set up for him. Not all students meet the criteria of eligibility set forth by the Chancellor’s Office. While F.L. can make use of the LIGHT Center and DSPS, a student who is not found to be Learning Disabled cannot. Given that F.L. is eligible, he will have to attend Lecture Three, which will inform him of accommodations, and how to utilize them at CR.

Please send any comments or questions to trish-blair@redwoods.edu

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