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Students with Learning Disorders requesting access to accommodations and/or services through the Office of Disability Support Services must furnish documentation that meets the criteria set forth by the ADA and Section 504 guidelines. A current psycho-educational assessment (within the last 3 years for incoming students, 5 years for students previously assessed with adult norms) completed by a qualified professional is required to validate your eligibility for support. Note: A school plan, such as an Individualized Educational Program (IEP) or 504 Plan is not sufficient documentation.

The documentation report for the diagnosis of a Learning Disorder must include the following components:

I. Diagnostic Interview

Relevant information regarding the student's academic history and learning processes in elementary, secondary and post-secondary education should be investigated. The diagnostic interview should include: a description of the problem(s) being presented; developmental, medical, psychological histories; family history; and a discussion of dual diagnosis where indicated.

II. Assessment

The diagnosis of a learning disorder should be based on a comprehensive review that does not rely on any one test or subtest. Evidence of a substantial limitation to learning must be apparent. The domains to be addressed must include: 

a. Aptitude: a complete intellectual assessment with the Wechsler Adult Intelligence Scale or equivalent standardized tool
 
b. Academic Achievement:  a comprehensive battery to record current levels of academic functioning and fluency in relevant areas such as reading (decoding and comprehension), mathematics (calculation and applications), and oral and written language
 
c. Information Processing: areas to be assessed include short and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor ability

III. Test Scores

Standard scores and percentiles should be provided for all measures. The tests should be deemed reliable and valid for use with an adolescent/adult population.

IV. Specific Diagnoses

The diagnostician must use direct language in the diagnosis of a learning disorder, using DSM terminology where appropriate.
 
V. Clinical Summary

A well-written diagnostic summary is a necessary component of the documentation report. It must include: 

a. an interpretation of the test findings to indicate how the pattern of scores reflect  the presence of a learning disorder
 
b. the evaluator's having ruled out alternative explanations for any academic  problems noted
 
c. an assessment of the substantial limitation to learning presented by the learning  disorder and the degree to which it impacts upon the individual's performance in  an academic setting

d. recommendations for specific accommodations with a clear justification linked to those academic needs identified as associated with the disorder

*Note: Students may be asked to provide recertification of continuing need.