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DOCUMENTATION OF A LEARNING DISABILITY

Students, faculty, or staff with a learning disability who are requesting accommodations or service through the Office of Disability Services are required to provide appropriate documentation of their disability. The guidelines describe the necessary components of acceptable documentation. You are encouraged to provide your evaluator or physician with a copy of these documentation guidelines. Additional questions about documentation or accommodations may be directed to the Director of Disability Services.

Testing must involve a comprehensive psychoeducational evaluation using the latest versions of the tests described below. The following areas must be assessed:

	Aptitude: The Wechsler Adult Intelligence Scale-Revised (WAIS-R) with aptitude scores is the preferred instrument. The Woodcock-Johnson Psychoeducational Battery Revised: Tests of Cognitive Ability or the Stanford-Binet Intelligence Scale: Fourth Edition are also acceptable.
	Achievement: Assessment of academic ability in the areas of reading, writing, and math is required. Suggested instruments include:
		a.	Woodcock-Johnson Psychoeducational Battery Revised: Tests of Achievement (WJ-R); Stanford Test of Academic Skills (TASK);
				or
		b.	A combination of tests in specific skill areas such as the Test of Written Language-2 (TOWL-2); The Woodcock Reading Mastery Tests-Revised; or Stanford Diagnostic Mathematics Test. The Wide Range Achievement Test-Revised (WRAT) is NOT a comprehensive measure of achievement and is therefore not suitable.
	Information Processing: Specific areas of information processing such as short- and long-term memory, visual and auditory speed may be assessed. These areas may warrant evaluation as indicated by results from assessment of ability and achievement.

This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as vocational interests and aptitudes.

Testing must be current: Generally, this means testing has been conducted within the past three years. Because the provision of reasonable accommodations and services is based upon assessment of the current functional limitations of the person’s disability, it is in the best interest of that person to provide recent and appropriate documentation.

Testing must state that there is a learning disability and specify the criteria for diagnosis. Terms such as learning problems, learning difference, or deficiencies are not the equivalent of a diagnosed learning disability.

Testing must be performed by a qualified evaluator. Clinical or educational psychologists, learning disability specialists, or physicians known to specialize in learning disabilities are most often used. Information about their professional credentials, including licensing and certification, and their areas of specialization must be clearly indicated on the report.

Testing must include information about the functional limitations of the student. Please indicate how the student’s disability will affect participation in courses, programs, services, or any other activity of the college.

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