Students requesting accommodation on the basis of a specific learning disability must provide documentation containing:
To establish the need for accommodation, documentation must reflect the current impact of the learning disability. Testing must be current. In general, this means within the past three years for a high school student and within the past five years for an adult.
Diagnostic Interview - A description of the presenting problem(s); developmental, medical, psycho-social and employment histories; family history (including primary language of the home and the student's current level of English fluency); and a discussion of comorbidity where indicated.
Assessment - A neuropsychological or psycho-educational evaluation is required and must provide clear and specific evidence that a learning disability exists and that alternative explanations for lower than expected performance have been ruled out. Assessment, and any resulting diagnosis, must consist of, and be based on, a comprehensive assessment that relies on multiple forms of evidence (i.e., standardized test results, informal assessment results, observational and historical data) that supports a learning disability diagnosis.
Evidence should be precise, objective, valid and acceptable in the field. Reports should follow statistically sound and widely accepted practices for interpreting data. Identifying a discrepancy between or among test scores is not sufficient to warrant the diagnosis of a learning disability or establish eligibility for accommodation. Evidence that establishes a clear link between specific deficit areas and the functional limitations experienced by the individual must be provided.
For the neurological or psycho-educational evaluation to illustrate a substantial limitation to learning, the comprehensive assessment battery must contain the following domains:
- Aptitude/Cognitive Ability
- Academic Achievement
- Information Processing
Clinical Summary - Documentation that indicates the substantial limitations to major life activities posed by the specified learning disability. It should describe the extent to which these limitations impact the academic context for which accommodations are being requested
Clinical Summaries suggest how the specific effects of the learning disability may be accommodated and states how the effects of the learning disability are mediated by the recommended accommodations.
Documentation should be from a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disorders (e.g., licensed clinical psychologist, neuropsychologist, psychiatrist or other relevantly trained medical doctor).