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diagnosis
A learning disability is diagnosed by evaluating a person's cognitive ability level, or IQ, and their academic achievement, and comparing the two areas. Such an evaluation is often referred to as a psychoeducational evaluation. Although severe difficulties can sometimes be identified in children as young as five years old, typically learning disabilities are not diagnosed until a child is at least six or seven.
Cognitive ability is evaluated by licensed psychologists using IQ tests. These are standardized tests, and the most commonly used test is the Wechsler Intelligence Scale for Children - III. It provides an IQ, as well as information about the child's strengths and weaknesses in terms of different areas of verbal and nonverbal problem solving skills. The test is designed to assess the child's current ability to solve problems, think abstractly, deal with new situations, and benefit from experience. The psychologist meets with the child alone, and all tasks are presented in a manner so that the child feels comfortable and is encouraged to perform at their best. In addition to evaluating the child's skills in different areas, the psychologist evaluates the child's behaviors and response to the tasks, such as their ability to attend for certain periods of time, their behavior when frustrated, and what strategies they use to solve problems.
Academic achievement may be evaluated by licensed psychologists or educational specialists. Achievement tests are also standardized and are designed to assess how much a child has learned in a particular area. They generally assess different aspects of reading, writing, and math skills, and the degree to which the child has learned information in basic areas such as science or social studies. These tests should also be administered individually by someone trained and experienced in helping children perform at their best.
The final part of the evaluation process is when the psychologist interprets the results to determine the child's general ability level, areas of strength and weakness, and whether the child has a learning disability. The psychologist considers other factors that may be contributing to the child's difficulties to provide a comprehensive assessment of the child's strengths and weaknesses and to determine the appropriate intervention(s). It is important to rule out other diagnoses and account for additional diagnoses or difficulties. The child may need to be referred to an occupational therapist or speech/language pathologist for more detailed evaluations of motor and communication skills. If there is a large difference between ability and achievement in at least one major academic area, regardless of what the ability level is, a learning disability may be diagnosed. In other words, a child who is academically gifted may have a learning disability if their achievement in an area is significantly below their cognitive ability level, or IQ. In some cases, a learning disability may be diagnosed in the absence of this difference, if the child appears to have a significant difficulty in ability in a particular area, such as visual-motor skills. However, some school programs may not recognize this as a learning disability.
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Disabilities 
