CCSJ Disability Services      

Guidelines for Documentation of a Specific Learning Disability

Students who are requesting accommodations, academic adjustments and/or auxiliary aids must submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The following guidelines are provided to ensure that documentation is appropriate to verify eligibility and support requests for reasonable accommodation.

• Testing must be current

Testing must be conducted within the last three to five years. Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student's disabilities on his/her academic performance, it is in a student's best interest to provide recent and appropriate documentation.

• Testing must be comprehensive

Testing must reflect the student's present levels of aptitude, achievement and information processing. Tests used must be technically sound (i.e., statistically reliable and valid) and standardized for use with an adult population. Actual test scores must be provided. Standard scores and/or percentiles are acceptable. It is not acceptable to administer only one test for the purpose of diagnosis.

• Qualifications of evaluator

Trained and certified learning disability specialists and/or licensed psychologists may conduct the assessment. Diagnostic reports must include the names, titles, and professional credentials of the evaluators as well as the date(s) of testing. The evaluation for the diagnosis of a specific Learning Disability must be submitted on letterhead of the qualified professional, and it must provide clear and specific evidence of a Learning Disability.

• Specific LD must be diagnosed

There must be clear and specific evidence, of a learning disability. "Individual learning styles" and "learning differences" in and of themselves do not constitute a learning disability. Please note that individual "learning styles," "learning differences," and "academic problems" in and of themselves do not constitute a Learning Disability. The nature and severity of the disability must be supported by the psychoeducational assessment.

• Educational recommendations

Educational recommendations regarding the impact of the disability and accommodations recommended at the post-secondary level must be included.

The cost of obtaining the professional documentation is the responsibility of the student.