Learning Disability Documentation Guidelines
The student is responsible for providing documentation that supports
his/her request for accommodation services. It is important that the documentation
clearly establishes that the student has a disability as defined by federal
regulations and that the documentation clearly supports the individual's
request for accommodation. The following documentation guidelines are
provided in the interest of ensuring that documentation of a Learning
Disability demonstrates a significant impact on a major life activity
and supports the individual's request for accommodation.
Special Note for adult returning students: Much of
this documentation is typically provided by a student's high school.
MATC recognizes that with “older” student this documentation may be non-existent.
Returning adult students are encouraged to call DRS (246-6716) for information
regarding how and where to obtain this documentation.
- A qualified professional must conduct the evaluation: It
is important that the evaluator have comprehensive training and direct
experience with adolescents and adults with learning disabilities, such
as a licensed psychologist, learning disabilities specialist, educational
therapist, or neuropsychologist. The name, title and professional credentials
of the evaluator, including information about license or certification
and employment should be clearly stated in the documentation. All reports
should be on letterhead, dated, signed and otherwise legible.
- Documentation
should be current: The provision of accommodations is based
upon assessment of the current impact of the student's disabilities
on his or her academic performance and learning style. Documentation
that is outdated or inadequate in scope of content; does not address
the student's current level of functioning; or does not address changes
in the student's performance since the previous assessment was conducted
may not support requested accommodations. When appropriate, additional
supportive documentation will be requested.
- Diagnosis
of a Learning Disability: An IEP or 504 Plan in and of
itself may be insufficient documentation, but can be included as
part of a comprehensive evaluation. A comprehensive assessment
battery and report typically includes:
- Diagnostic Interview - Presenting
problems, medical, developmental, psychosocial, etc. and a
discussion of dual diagnosis where indicated. - and/or
-
- Assessment
of Aptitude - A complete intellectual assessment with all sub-tests
and standard scores reported (i.e., WAIS III, Stanford Binet,
Woodcock-Johnson test of Cognitive
- Academic Achievement
- A comprehensive academic achievement battery should include
current levels of functioning in relevant areas such as reading
(decoding and comprehension), mathematics, and oral and written
language (i.e., Woodcock-Johnson Achievement battery).
- Information
Processing - Specific areas of information processing (e.g.,
short and long term memory, sequential memory, auditory and
visual perception/processing, processing speed, executive function,
and motor ability) should be evaluated and diagnosed as appropriate
(i.e., Wechsler Memory Battery).
- Specific diagnosis - It is
important to rule out alternative explanations for problems
in learning such as emotional, attentional or motivational
problems that may be interfering with learning but do not constitute
a learning disability. The diagnostician is encouraged to use
direct language in the diagnosis and documentation of a learning
disability, avoiding the use of terms such as "suggests" or
"is indicative of" a learning disability.
- Test Scores - The test findings
should document the nature and severity of the learning disability
and data should logically reflect a substantial limitation to learning.
Standard scores and/or percentiles should be included and are expected
to correlate with identified functional limitations and recommendations
for accommodation.
- Interpretative summary based on a comprehensive evaluative
process should include: An interpretative
summary should include a demonstration of the evaluator's having
ruled out alternative explanations for academic problems (e.g.,
poor education, poor motivation, emotional problems, attentional problems
and cultural/language differences); indication of patterns in the
student's cognitive ability, achievement, and/or information processing
reflecting the presence of a learning disability; indication of
the substantial limitation to learning or other major life activity
presented by the disability and the degree of impact in the learning
context; indication of why specific accommodation or auxiliary
aids are needed and specific conditions under which they were used
in the past. Medical information, as appropriate, should include
the impact of medication on the student's ability to meet the demands
in a post-secondary environment.
- Recommendations for
Accommodations:
- Include specific recommendations
and rationale for accommodations.
- Include a description of
the impact of the diagnosed learning disability on specific major
life activities.
- Any recommendations should be supported by specific
test results and/or clinical observations and/or evidence that
a specific accommodation has been effective in the past.
Last Modified:
January 12, 2007
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