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
