• How a person's score compares to the scores of persons with a learning disability (e.g., this score is like that of 65% of the persons who have been identified as having a learning disability);
• How the person's score ranks in comparison to the general population (e.g., this score is like 40% of the people the same age who took this test in the normative group) or
• Whether such a score should lead to a referral (e.g., experience suggests that persons with similar scores should be referred).

"The first three examples would have the greater values because the information is more specific. In addition, such statements indicate that the test development was likely more rigorous, and that we can have more confidence in the findings"¹

Always emphasize with the learner that there is no right or wrong answer but that the information gained will help to understand his or her strengths and weaknesses. Explain what the results mean and continually ask the learner whether these results are consistent with the learner's view of him or herself.

Be supportive throughout the discussion and set the pace of the discussion based on each individual learner. Take a team approach and learn together to set the next steps.

If one of the steps is to consider a formal learning disability diagnosis, the key role for the practitioner is to guide the learner through the referral process and ensure the learner understands what is involved. There still is a great debate as to the merits of the formal assessment and whether it is beneficial for adult learners. It is not the role for practitioners to enter the debate, but instead, to recognize the pros and cons of both sides. Practitioners should ensure that learners understand all points of view and leave the decision to the learner to decide whether testing is desired. However, there are times when accessing an official diagnosis should be encouraged. For example:

• if a learner wants to obtain a GED or requires an official diagnosis to obtain certain compensations at work;