Moorpark College’s ACCESS program is here to support students who may have an undiagnosed Learning Disability (LD). Current Moorpark students with no other qualifying disability can meet with one of our Learning Disability Specialists who will do a thorough Intake screening to decide if assessment is appropriate.
The assessment process provides students with an opportunity to discover their cognitive and academic strengths and weaknesses while also determining eligibility for services. A Learning Disabilities Specialist will interpret the test results and make individual recommendations on how to improve learning, study strategies, and utilize accommodations. There is no cost for this service, students must be currently enrolled and taking classes at Moorpark College.
The following is an example of what is involved in the LD Assessment process.
- Intake Screening - The student gives information about current difficulties and academic challenges, personal/educational history, goals, past difficulties, etc.
- Measured Achievement – The LD Specialist will complete a variety of standardized academic assessments designed to identify students’ areas of strengths and weaknesses.
- Ability Level – The LD Specialist will evaluate the student’s cognitive abilities using standardized assessment tools to determine student's potential for success in general at the community college level
- Processing Deficit – The LD Specialist evaluates the student's weaknesses in acquiring, integrating, storing, retrieving and/or expressing information.
- Aptitude-Achievement discrepancy – The LD Specialist looks to identify areas where the student's achievement is significantly less than that of his peers with the same ability level.
Test results are compared to guidelines provided by the State of California, in accordance with federal mandates, to determine whether a student qualifies for ongoing support services as a student with learning disabilities.
To qualify under Learning Disability, students must demonstrate:
• Average to above-average intelligence
• Severe processing deficit
• Severe aptitude-achievement discrepancy
• Measured academic achievement
• Functional limitations