Learning Disability

Guidelines for Documentation of Learning Disabilities

The following guidelines are provided to help assure that the documentation accurately verifies eligibility for individuals with learning disabilities. The responsibility for providing the necessary information lies with the student, including the associated costs. The Assistant Director for DSS is available to consult with physician(s) regarding these guidelines. 

The documentation must be prepared by a licensed professional, such as a psychologist or learning specialist. Additional information may be required from other healthcare providers, including therapists, neuropsychologists, and physicians. 

The documentation should demonstrate that the individual has a disability in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. The documentation must be prepared by a licensed professional, such as a psychologist or learning specialist. Additional information may be required from other healthcare providers, including therapists, neuropsychologists, and physicians. The documentation should demonstrate that the individual has a disability in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. It should also provide sufficient data to support the specific academic adjustments being requested. As the documentation serves as the basis for determining accommodations, it is in the student's best interest to provide recent and appropriate documentation that serves as the foundation for decision-making about their need for accommodations in an academically competitive environment. 

The following guidelines are provided to ensure that the evaluations and reports are suitable for documenting eligibility and identifying and determining reasonable accommodations. The documentation should include: 

• A diagnosis that aligns with the diagnostic criteria found in the American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V) or subsequent editions. 

• Test results that are sufficient to diagnose the learning disability. At minimum, areas to be addressed should include aptitude, achievement, and information processing. Examples of applicable tests include the Wechsler Adult Intelligence Scale-Revised (WAIS-III) or subsequent editions for aptitude, the Woodcock-Johnson Psycho-educational Battery-Revised or subsequent editions for achievement, and specific assessments of information processing in relevant areas (e.g., short or long-term memory, auditory and visual perception/processing, processing speed). 

• A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable. 

• A description of the type and severity of current symptoms. 

• A summary of how the disability affects the student in the postsecondary educational environment. 

• Suggestions regarding academic adjustments, auxiliary aids, and services may be included; however, the final determination rests with the Disability Support Services office. 

Documentation should be on professional letterhead, signed by the professional, and include their title, license number, address, and phone number. 

If you have any questions regarding documentation, please contact the Assistant Director for Disability Support Services at dss@86899805.com or 509 527-2313.