Description of the educational assessment and diagnosis processes of individuals with specific learning disabilities

The purpose of this study is to describe the educational assessment and diagnosis processes of individuals with specific learning disabilities. In line with this aim, interview and document analysis techniques, which are among the qualitative research methods, were used. The study group consists of 76 students diagnosed with specific learning disabilities and 13 personnel from Guidance and Research Centers involved in the diagnosis process during the 2023-2024 academic year. As data collection tools, the "File Review Form," which records the data in the student files, and the "Semi-Structured Interview Form," prepared with expert opinions, were used. The data obtained were thoroughly examined using descriptive analysis methods. The findings of the study revealed that during the diagnosis process of students at risk for specific learning disabilities, families usually apply to the Guidance and Research Centers through the school's guidance or rehabilitation centers. The primary reason for the applications is students' academic failures and deficiencies in reading, writing, and mathematics skills. The educational assessment process generally begins with family and student interviews, followed by intelligence tests, learning disability tests (ÖGT), and individual examination stages. The Special Education Evaluation Board makes a decision based on these processes and informs the family. Guidance and Research Centers personnel generally stated that they gained competence in the diagnosis process through personal experience and efforts, complaining about the inadequacy of formal training. Issues such as the inconsistency between medical and educational diagnoses and the inadequacy of diagnostic tools used reduce the chance of early intervention. As a solution to these problems, it is recommended to expand the scope of tests used in diagnosis, increase the diagnostic authority of Guidance and Research Centers, and provide more training for teachers on this subject. The examination of student files revealed that the proportion of male students is slightly higher than that of females, the age of diagnosis ranges from 6 to 15, and the most frequently diagnosed age is 7. Students are mostly diagnosed at the 1st and 2nd-grade levels. The families' income levels are generally at or below the minimum wage, and the parents' education levels are mostly low. Applications to Guidance and Research Centers are made in cooperation with the family and school and are intended for diagnosis and rehabilitation education. For more than half of the students, a support education report has been prepared by special education institutions. Support education plans generally focus on reading, writing, and mathematics skills. Based on the findings obtained from the research, contributions to the literature and practices regarding the educational assessment and diagnosis processes of individuals diagnosed with specific learning disabilities were made, and recommendations were provided.