Documentation of Learning Disabilities

Required:

• A summary of the student’s history.

• A clinical summary including a summary of the diagnostic interview.

• Measurements of aptitude, academic achievement, and information processing, including, all scores, scales, percentiles on sub-tests. For example, a measure of fluid reasoning is of potential value where mathematics related impairment or dyscalculia is indicated.

• Be reasonably current (assessment done in late high school or as an adult, or following any additional injury or therapy that is relevant to the impairment).

• A statistical analysis of specific discrepancies if any, identifying how expected performance level was calculated and how actual achievement has been contrasted with expected.

• Test score, sub-scores and normal measure intra-individual patterns and intra-individual discrepancies if any.

• Be technically sound, reliable, valid for the adult population and document the nature and severity of learning disabilities, if any.

• A clear and specific diagnostic summary.

• The name and signature of the qualified professional (licensed psychologist, psychiatrist, etc.) who administered the test battery, and the name of the professional who prepared the report if different. A brief summary of the psychologist’s or psychiatrist’s background and expertise in assessing learning disabilities should be attached (or put on file with the Academic Resources Center, Office of Students with Disabilities).

All psycho-educational assessment reports will be kept confidential in the Center for Academic Success in compliance with the Family Rights and Privacy Act, and the professional and ethical standards of the Association on Higher Education and Disability (AHEAD).

The Center for Academic Success has available the Guidelines for Documentation of a Learning Disability in Adolescents and Adults published by the Association on Higher Education and Disability (AHEAD). Psychologists and other qualified professionals preparing psycho-educational assessment reports for our students are urged to obtain and follow those guidelines. They may obtain a copy of the AHEAD guidelines through the internet at http://www.ahead.org. That will assure maximum usefulness of the assessment report product for the student as the documentation requirements of many universities and testing agencies closely follow these requirements. Following the AHEAD guidelines will also assure the maximum utility for the Students With Disabilities Program, enabling the University to best formulate accommodation recommendations for the student.

Helpful:

• The diagnostic report must include specific recommendations for accommodation(s) as well as a detailed explanation of why each accommodations is recommended. If no prior accommodation(s) has been provided, the qualified professional and /or the candidate should include a detailed explanation of why no accommodation(s) was used in the past and why an accommodation(s) is needed at this time.

• The above is subject to change, for the most up-to-date information contact us.