Documentation Guidelines: Learning Disability

The process of diagnosing and determining functional limitations of learning disability (LD) is highly individualized. The following guidelines are provided to help assure an appropriate and comprehensive assessment/report of learning disability, and a qualified professional to conduct the assessment. The Access Center reserves the right to determine eligibility and appropriate services based on the quality, recency, and completeness of the documentation submitted. All documentation is confidential and will be maintained by Disability Resources.

An appropriate LD assessment:

• Is done by a licensed professional such as a clinical or educational psychologist, neuropsychologist, learning disability specialist, or school psychologist. The evaluator's name, title, professional credentials and affiliation should be provided. The professional should not be related to the person seeking assessment.
• Is comprehensive. A complete report includes the following quantitative and qualitative information that supports the diagnosis:
• Reason for referral
• Background information
• Behavioral observations
• Assessment of academic and intellectual functioning
• Clinical/interpretive summary
• Clear statement of diagnosis
• Utilizes test instruments that are standardized, reliable, and valid for use with an adult population. Informal methods can be used in addition to the standardized methods. Standard scores and/or percentile should be provided for all normed measures.
• Cites clear and specific evidence as to the existence of learning disability and if a substantial limitation to learning or other major life activity exists.
• Rules out or discusses potential factors related to academic difficulty such as language barriers, inadequate instruction, poor motivation, poor study skills, emotional problems, attention problems, cultural/language differences or other disability conditions.
• Lists specific, recommended accommodations and provides support for them with test results or clinical observations.
• Documents the current array of symptoms/features and level of functioning. If the documentation does not, the student may be required to submit updated information and/or documentation.
• Recommends academic accommodations based on specific features/symptoms of disability.
• Supplants high school documentation. Neither a 504 plan nor an individualized education plan (IEP) constitutes sufficient documentation, but may be submitted along with a medical or clinical evaluation.