Documentation Guidelines for a Learning Disability
The campuses of the University of Maine System are committed
to providing equal access to campus programs and activities
for qualified persons with disabilities. A qualified individual
is a person who, with or without reasonable accommodations,
can meet established criteria applied to all students for
participation in campus programs and activities.
In order to determine if an individual is entitled to these
protections the campuses of the University of Maine System
require documentation that establishes the presence of a learning
disability; and provides sufficient information to describe
the likely impact of the learning disability on the individual’s
participation in the learning process as well as other campus
programs and activities.
Documentation consisting only of a diagnosis, case or chart
notes, and/or prescription notations is unacceptable. Copies
of IEPs and Section 504 plans may be informative, but are
not sufficient documentation to support accommodation.
Individuals conducting evaluation and rendering diagnosis
must have appropriate qualifications. Documentation typically
would be provided by certified and/or licensed school psychologists,
clinical psychologists, neuropsychologists, learning disability
specialists, or other professionals with specific certification
and experience in the identification of learning disabilities.
The University has final authority for determining accommodations.
This decision is based on the nature of the course or program,
and specifics of the individual’s disability-related
needs. Accommodations do not include interventions that are
remedial or needed for personal care or study.
Documentation of a Learning Disability must include:
1. Relevant Historical Information
A summary of background information includes relevant developmental,
medical and educational histories.
2. Testing
Testing must be current, generally within the past three years,
in order that accommodations are appropriately suited to the
current impact of the disability.
Testing must be comprehensive. It is not acceptable to administer
only one test for the purpose of diagnosis or establishing
that substantial limitation exists. Minimally, domains to
be addressed must include but are not limited to:
• Aptitude: The Wechsler Adult Intelligence Scale
III (WAIS lll) with subtest scores is the preferred instrument.
Other acceptable instruments include: The Woodcock-Johnson
Psycho-educational Battery lll: Tests of Cognitive Ability
or the Stanford-Binet Intelligence Scale: Fourth Edition.
(The Kaufman Brief Intelligence Test (KBIT) is NOT
a comprehensive measure and therefore is NOT
suitable).
• Achievement: Current levels of functioning in
reading, mathematics and written language are required.
Acceptable instruments include the Woodcock-Johnson Psycho-educational
Battery lll: Tests of Achievement; Wechsler Individual Achievement
Test ll (WIAT ll); Stanford Test of Academic Skills (TASK);
Scholastic Abilities Test for Adults (SATA); or specific
achievement tests such as the Test of Written Language 3
(TOWL 3), Woodcock Reading Mastery Tests – Revised,
and the Stanford Diagnostic Mathematics Test. (The Wide
Range Achievement Test 3, WRAT 3, and the Mini-Battery of
Achievement, MBA, are NOT comprehensive
measures of achievement and therefore are 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) must be assessed. Information from subtests on the
WAIS-lll, the Woodcock-Johnson Tests of Cognitive Ability,
or the Detroit Tests of Learning Aptitude-Adult (DTLA-A),
as well as other instruments relevant to the presenting
learning problem(s) may be used to address these areas.
This is not intended to be an exhaustive list or to restrict
assessment in other pertinent and helpful areas such as
vocational interests and aptitudes.
3. Scores
Standard scores are required in reporting test data. Percentiles
and grade equivalents are inadequate by themselves.
4. Interpretation and Diagnosis
Test scores and other information gathered through the evaluation
process should be synthesized by the evaluator and provide
clear and specific evidence that a learning disability does
or does not exist. Evidence of a substantial limitation to
learning or other major life activity must also be provided.
5. Recommended Accommodations
Suggestions for appropriate auxiliary aids or services should
be included. The documentation should provide a rationale
substantiating the need for accommodation based on the impact
of the disability. Description of accommodations and/or auxiliary
aids used previously are informative, but past accommodations,
especially those used in a high school environment, will not
necessarily be appropriate in a university setting. Accommodations
that would fundamentally alter the essential nature of a course
or program will not be implemented.
6. Identifying Information
Documentation must include the name and professional title(s)
of the evaluator as well as the date(s) of testing. Reports
must be typed on letterhead and signed by the evaluator. Handwritten
scores or summary sheets are not acceptable.
Send this information marked confidential to:
Director
The Office of Support for Students with Disabilities
University of Southern Maine
P.O. Box 9300
Portland, Maine 04104-9300
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