Guidelines for Documentation of Learning Disabilities
who are seeking support services from Clark College on the
basis of a learning disability will be required to submit
documentation of a disability to verify eligibility. Documentation
of disability and related information will be kept in a separate
file in the Disability Support Services Office. The cost and
responsibility for providing this documentation shall be
borne by the student.
of a learning disability consists of the provision of professional
testing and evaluation including a written report, which reflects
the student's present level of information processing as well
as his or her achievement level.
should show current impact of the disability. The following
guidelines are provided in the interest of assuring that the
evaluation and report are appropriate for documenting eligibility
and identifying appropriate academic adjustment and/or auxiliary
aids. The documentation should:
prepared by a professional qualified to diagnose learning
disabilities, which would include but not be limited
to: a licensed neuropsychologist or psychologist, learning disability specialist,
clinical or educational psychologist, or other appropriately
qualified professional. Experience in the evaluation of adults with learning
disabilities is essential.
be comprehensive. The use of a single test and/or informal
screening instruments (such as Slingerland, Peabody,
Slossen and Scotopic Sensitivity Screening) is not acceptable
for the purpose of diagnosis. Minimally, areas to be addressed must
include but not be limited to:
Aptitude. The Wechsler Adult Intelligence Scale-III
(WAIS-III) including subtest scores is preferred.
The Woodcock-Johnson Psycho-Educational Battery Revised:
Tests of Cognitive Ability is acceptable. The Leiter International
Performance Scale or the Comprehensive Test of Non-Verbal Intelligence
is accepted when cultural bias or hearing loss
is a concern.
Achievement. A comprehensive academic achievement
battery is essential with all subtests and
standard scores reported for those subtests administered. The battery
should include current levels of functioning in reading (decoding
and comprehension), mathematics, and written language.
Acceptable instruments include the Woodcock-Johnson Psychoeducational
Battery- Revised: Test of Achievement; Stanford
Test of Academic Skills; or specific achievement tests
such as the Test of Written Language-2, Woodcock Reading
Master Test-Revised, or the Stanford Diagnostic Mathematics
Test. (The Wide Range Achievement Test Revised is NOT
a comprehensive measure of achievement and therefore is not suitable.)
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, and motor
ability) must be assessed. Use of subtests from the
WAIS III or the Woodcock- Johnson Tests of Cognitive Ability
is not intended to be an exhaustive list of testing instruments
or to restrict assessment in other pertinent and helpful
areas, such as vocational interest and aptitudes. Future
revisions of the above listed testing instruments will be
current. In most cases, this means within the past
three years and adult normed testing instruments. The provision
of all academic adjustments and auxiliary aids is based upon assessment
of the impact of the student's disabilities on his or her academic performance
at a given time in the student's life. Since assessment constitutes
the basis for determining appropriate services, it is in a student's
best interest to provide recent and appropriate documentation to serve as
the basis for decision making about a student's needs for adjustments in
an academically competitive environment.
clear and specific evidence, which identifies the learning
disabilities and reflects the individual's present
level of functioning in aptitude, achievement and processing. Individual
"learning styles" and "learning differences" in and of themselves
do not specify a learning disability.
include the exact instruments used and procedures followed
to assess the learning disabilities. Test results (including
subtests score data), standard scores, and/or percentiles should be
provided for all normed measures. Grade equivalents alone are NOT
acceptable. All reports should be on letterhead, typed, dated, and signed.
of academic adjustments and/or auxiliary aids with supporting
evidence may be included. The final determination for providing
appropriate academic adjustments and auxiliary aids rests
with Clark College's Disability Support Services Office.