Students, faculty or staff who have, or suspect they have, a learning disability are encouraged to schedule an appointment with the Office of Disability Services to discuss their needs and begin the process of getting accommodations or supports needed. If you are requesting accommodations or services from the College, information/documentation about your learning disability will help determine what is needed. If you have not been evaluated, we will work with in the interim and help you move ahead with the process. If you have been evaluated, please give your evaluator or physician a copy of these guidelines so they can provide the essential information to the Office of Disability Services.
Note: Disability Services does not have access to information you provied to Counseling Services or Health Services. You must make a formal request and sign a release for them to send it to us.
Testing must involve a comprehensive psychoeducational or neuropsychological evaluation using the latest versions of the tests described below. The following areas must be assessed:
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 are also acceptable.
Assessment of academic ability in the areas of reading, writing and math is required. Suggested instruments include:
- Woodcock-Johnson Psychoeducational Battery Revised: Tests of Achievement (WJ-R); Stanford Test of Academic Skills (TASK); Wechsler Individual Achievement Test (WIAT II); or
- A combination of tests in specific skill areas such as the Test of Written Language-2 (TOWL-2); the Nelson-Denny Reading Test; or Stanford Diagnostic Mathematics Test.
Please note: The Wide Range Achievement Test-Revised (WRAT) is not a comprehensive measure of achievement and is therefore not suitable.
Specific areas of information processing such as short- and long-term memory, visual and auditory speed may be assessed.
Specific reading batteries such as Nelson Denny are also important and acceptable instruments for assessing reading challenges. 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.
- Testing must include history, test results, scores, diagnosis and recommendations.