Learning Disability Documentation Guidelines

Merely submitting evidence of a diagnosis is not sufficient to warrant academic accommodations. Similarly, nonspecific diagnoses, such as “learning styles,” “learning differences,” “academic problems,” and/or “test difficulty/anxiety” in and of themselves do not constitute a disability. Examples of specific tests that may be used within each assessed area are available upon request. A comprehensive psychoeducational report should include:

 

DSM-5 or ICD Diagnosis (text and code), with information concerning comorbidity. There must be clear and specific evidence of a learning disability. Testing should be current and must have been conducted within the last five (5) years prior to your request for accommodations.

 

Comprehensive Evaluation

  1. A diagnostic interview and other tools used to determine relevant background in support of that diagnosis. This may include:
    1. Self-report of limitations and difficulties.
    2. History of presenting problem(s).
    3. Developmental history.
    4. Academic history, including summaries of previous evaluation results and reports of classroom behavior and performance.
    5. History of family's learning difficulties.
    6. Primary language spoken in the home.
    7. Any pertinent medical and psychological history.
    8. Discussion of possible comorbid conditions.
  2. Complete psychoeducational or neuropsychological evaluation with actual test scores; standard scores are preferred. It is not acceptable to administer only one test or to base the diagnosis on only one of several subtests. Individualized Education Plans (IEPs) are not sufficient documentation on their own. The assessment instruments used must be reliable, valid and standardized for diagnosing LD in an adult population. The following areas are generally assessed:
    1. Aptitude - intellectual assessments
    2. Achievement - current levels of academic functioning in relevant areas such as reading, mathematics, oral and written language
    3. Information Processing - specific areas of information processing (e.g., short and long term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning, motor ability).

 

Functional Limitations, determined WITHOUT consideration of mitigating measures (i.e. medication, etc.). If condition is episodic in nature, level of functioning should be assessed based on active phase of symptoms. The testing report should:

  1. Clearly detail how the individual's disabling condition affects a major life activity.
  2. Resultant functional limitations in the academic setting.
  3. Information on the severity and pervasiveness of the disorder.
  4. Specify how the test results relate to the individual's functioning.

 

Accommodations

  1. History of accommodations
  2. (Optional) Suggested recommendations, modifications and/or accommodations.

 

The diagnostic report must be on letterhead, types, dated and signed, and include the name, title and professional credentials of the evaluator as well as area of specialization, employment and state in which the individual practices. Use of diagnostic terminology indicating a specific disability by someone whose training and experience are not in these fields is not acceptable. Diagnoses written on prescriptions pads and/or parent's notes indicating a disability are not considered appropriate documentation.