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Learning Disability

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 needed accommodations or supports. 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 you in the interim and help you to 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 provided to Counseling Services or Health Services. You must make a formal request and sign a release in order for them to send it to us.

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