Students requesting accommodation on the basis of a specific
learning disability must provide documentation from a professional who
has undergone comprehensive training and has relevant experience in
differential diagnosis of a full range of cognitive and psychiatric
disabilities (e.g., licensed clinical psychologists and neuropsychologists)
which includes, but is not restricted to the following:
1. Diagnostic Interview
A diagnostic interview including 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.
2. Assessment
For the neurological or psychological evaluation to illustrate a substantial
limitation to learning, the comprehensive assessment battery must
contain the following domains:
- Aptitude/Cognitive Ability
An assessment of global intellectual functioning as measured by
the Wechsler Adult Intelligence Scale-III (WAIS-III) with all subtests
and standard scores.
- Academic Achievement
A comprehensive achievement battery (e.g., Woodcock-Johnson Psychoeducational
Battery - Revised: Tests of Achievement) with subtest and standard
scores, indicating current level of functioning in the academic
areas of reading, math, oral and written language.
Information Processing
- A comprehensive battery (e.g. Woodcock-Johnson Psychoeducational
Battery - Revised: Tests of Cognitive Abilities) with subtest and
standard scores which addresses the specific areas of short and
long-term memory, sequential memory, auditory and visual perception,
processing speed, executive functioning, and motor ability.
3. DSM-IV
A specific diagnosis that conforms to DSM-IV criteria for a specific
learning disability.
4. A clinical summary that:
(a.) indicates the substantial limitations to major life activities
posed by the specified learning disability, (b.) describes the extent
to which these limitations impact the academic context for which accommodations
are being requested, (c.) suggests how the specific effects of the
learning disability may be accommodated, and (d.) states how the effects
of the learning disability are mediated by the recommended accommodations.
5. Testing must be current:
Within the past three years for a high school student and within the
past five years for an adult.
