Disability Services

Learning Disability Guidelines

Learning Disabilities:

Documentation should be current and use widely recognized and standardized adult-normed tests (eg., the WAIS and the Woodcock Johnson Psychoeducational Battery, the Scholastic Abilities Test for Adults, etc.). Doctor’s notes on prescription pads and handwritten letters are not sufficient for documentation of a disability. Documentation will be kept confidential and will be utilized only to determine the student’s eligibility for accommodation or services, and the type of accommodations or service required.

Documentation may include the following as relevant to the request:
  • Qualified impartial professional (clinical/educational psychologist; school psychologist; psychiatrist; learning disability specialist) with experience and expertise in the area for which accommodations are being requested; not a family member
  • Letterhead (name, license/certification/degree, area of specialization, employment, address, phone). Signature and date.
  • Current testing, including diagnostic interview (discussing the presenting problem, symptoms and behaviors; developmental, academic, family, and relevant medical history)
  • Adult-level assessments, including standardized scores/percentiles: Neuropsychological or psycho-educational testing results which meet diagnostic criteria for specific disability, including evaluation instruments/procedures and cognitive and achievement measures.
  • Alternative diagnoses/explanations ruled out (consideration of medical, psychiatric, educational, and cultural factors)
  • A clear, specific diagnosis (statement of learning disability and degree of severity), and the prognosis of the condition.
  • Discussion of the extent to which the learning disability substantially limits the student’s performance in an academic setting.
  • Recommendations for educational compensation strategies, as appropriate.
  • Specific recommendations for accommodations and services that would facilitate the student’s reasonable and appropriate access to the College’s academic programs, including rationale for each accommodation.