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A Culture of Care

Read Smith’s plans for the spring 2022 semester.
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Learning Disability

It is your responsibility to obtain and supply the college with all necessary disability information. If needed, we can assist you in finding local providers or clinicians who can do psychoeducational testing. Clear, comprehensive and current documentation must be submitted with sufficient time for it to be reviewed and for any necessary accommodations to be arranged. Insufficient information that does not follow our guidelines may result in delays in receiving accommodations. If you have documentation already, please bring it with you to your first meeting with us or have it sent from your providers.

LD Criteria

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:

  1. Woodcock-Johnson Psychoeducational Battery Revised: Tests of Achievement (WJ-R); Stanford Test of Academic Skills (TASK); Wechsler Individual Achievement Test (WIAT II); or
  2. 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.

Information Processing

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.

Other Criteria

  • 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 differences 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.

Documentation Standards

Documentation Must:

  • include diagnosis and course of treatment
  • describe the nature and severity of the student's functional limitations
  • state the duration for which the limitations are expected to continue
  • contain scores and identify tests administered as appropriate
  • substantiate the need for specific accommodations requested

If the clinician feels that the student's condition or learning difficulties are significant enough to constitute a disability, this should be explicitly stated.

We Do Not Accept

  • Brief note from a doctor that simply requests an accommodation; information or notes written on prescription pad; or a copy of aftercare instruction given to patients.
  • Documentation of a learning disability which is not comprehensive or which identifies learning "problems or challenges," but does not specifically diagnose a learning disability will need to be supplemented in most cases.
  • Medical documentation or testing for learning disabilities in grades K-12 under special education programs which meet the requirements of individual states may or may not be acceptable at the college level.
  • Disability information is not reviewed to assess the need for medical or clinical intervention or remedial educational services. Clinical consultation to correct or remediate specific learning or medical problems is not provided or paid for by the college.