Documentation Guidelines for Learning Disabilities/ADHD
The following guidelines are provided to assist students in the process of obtaining appropriate documentation that substantiates eligibility for services and provides suggestions for reasonable accommodations and/or auxiliary aids. Testing must be comprehensive (including more than one appropriate test) to obtain a reliable diagnosis. At the very least, each of the following domains should be addressed:
A. Aptitude - The age-appropriate Wechsler Intelligence Scale is preferred, although the Woodcock-Johnson Tests of Cognitive Ability or the Stanford-Binet Intelligence Scale, Fifth Edition are both acceptable.
B. Achievement - A battery of tests is required to determine current levels of functioning in reading, mathematics and written language. Examples of acceptable measures include the Woodcock-Johnson Tests of Achievement, Wechsler Individual Achievement Test (WIAT-II) or the Stanford Test of Academic Skills. The Wide Range Achievement Test is not acceptable as the sole measure of achievement.
C. Information Processing - Measures of short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor abilities must be included. Typical measures used include subtest information from the WAIS-IV or the Woodcock-Johnson Tests of Cognitive Ability.
Generally, the documentation should be no more than three years old, and must include the following:
1. An evaluation conducted by a licensed psychologist or other relevant professional with training and experience in the assessment and diagnosis of adolescents and adults with ADHD and/or learning disabilities. The report must include the evaluator's name, title, credentials, license number, signature and date of evaluation on letterhead.
2. A summary of the diagnostic interview, including relevant information from the student's educational, familial and medical history.
3. A list of the tests administered, including subtests. Standard scores should be provided in addition to percentile scores and/or grade equivalents.
4. DSM-5 diagnoses (if any) and a description of any specific evidence that the disability results in a substantial limitation to learning (or other major life activity).
5. Detailed information about the specific nature of the student's current limitations and how these limitations might affect the student's daily life in the college environment (e.g., learning, testing and living).
6. Information about medications (dosage and existing side effects), assistive devices/services and other treatments currently prescribed or in use that are likely to impact the student's functioning.
7. Recommendations for accommodations, adaptive devices, assistive services and strategies to compensate for the functional limitations, accompanied by an objective rationale.