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Documentation guidelines for people with Learning Disabilities

 

 Students who are requesting Disability Support Services (DSS) from the University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA of 1990 and Section 504 of the Rehabilitation Act of 1973. Students must provide documentation that meets the University’s guidelines to become eligible for services. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate.

1. A specific learning disability must be stated within the documentation submitted. If another diagnosis is applicable, it should be stated and further evaluative measures supporting the secondary disability provided. A statement should be included indicating the current status of the learning disability and the relevance of the learning disability to the institutional setting.

2. Disability Support Services encourages entering students to complete a full evaluation just prior to attending the University of North Carolina at Pembroke. If this is not possible, we encourage the evaluation to have been completed within the past three years for students just graduating high school. It is preferred that individuals who are 17 years of age or older be tested using diagnostic instruments normed for adults. Documentation that is more than three years old will be considered individually. All documentation will be handled on a case-by-case basis, and students may be required to submit more recent documentation.

3. The evaluation must be performed by a professional who is knowledgeable regarding learning disabilities and qualified to make appropriate recommendations. This documentation must be made and signed by a medical or mental health practitioner who is 1) not immediately related to the student and 2) licensed/certified in the area for which the diagnosis is made. The names, titles, addresses, and phone numbers of the evaluator(s), as well as, date(s) of testing are required.

4. Assessment and any resulting diagnosis should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. Evidence of a substantial limitation to learning or other major life activity must be provided. A “substantial limitation” is defined as a significant discrepancy of at least 15 points between aptitude and achievement. If the diagnostician uses the Diagnostic and Statistical Manual (DSM-IV-TR), significant discrepancy is defined as a minimum of one standard deviation between aptitude and achievement. Both aptitude and academic achievement must be evaluated and included in the test report, as well as, subtests, standard scores, and percentile scores. The following tests are considered acceptable:

· Aptitude: WAIS-III; Stanford-Binet V; Woodcock-Johnson Psychoeducational Battery III NU: Tests of Cognitive Abilities

· Academic Achievement: Woodcock-Johnson Psychoeducational Battery III NU: Tests of Achievement; Wechsler Individual Achievement Test (WIAT); Stanford Test of Academic Skills (TASK); Scholastic Abilities Test for Adults (SATA)

The Wide Range Achievement Test-3 (WRAT-3) is not a comprehensive measure of achievement and therefore should not be used as a sole measure of achievement.

5. Specific strengths, weaknesses, and deficits should be discussed. Clear documentation of deficit areas is necessary in order for the college to provide appropriate, reasonable accommodations. Please discuss the following areas:

· Visual spatial abilities
· Memory (auditory and visual; short-term and long-term)
· Fine motor skills/dexterity (speed/sequence of motor patterns)
· Executive functioning (verbal and nonverbal reasoning). It is also helpful to know about the student's cognitive flexibility and automaticity with cognitive tasks.
· Selective attention/perception (auditory and visual)

6. Significant specific achievement deficits relative to potential must be documented. Assessment results must be provided across the following areas:

· Written language (spelling and written expression) - If a written language sample is available to review, this is most helpful.
· Reading (decoding and comprehension) - Please indicate the student's ability to comprehend longer passages, more typical of college texts than some assessment instruments provide. 

  Mathematics (applied word problems and calculations) - Please indicate whether or not the student was successful with algebra problems. Scores rarely provide this.

It is important to rule out alternative explanations, such as emotional, attention, or motivational problems, that may be interfering with learning but do not constitute a learning disability.

 7. A comprehensive summary must include the following information:

• Names of the assessment instruments used
• Quantitative and qualitative information which supports the diagnosis
• The areas of educational impact and the severity of the condition
• Previous history of the disability and verification of any previous testing
• Record of prior accommodations or auxiliary aids
• Recommendations for accommodations with explanation for the recommendation
• Notation of medications prescribed, if any, and potential impact on learning
• Additional observations or recommendations which could assist us in adequately serving the student
• The names, titles, addresses, and phone numbers of the evaluator(s), as well as, date(s) of testing

A comprehensive summary may include a Summary of Performance (SOP) as supportive evidence to substantiate a disability.  Specific cognitive processing strengths, weaknesses, and deficits should be discussed. Clear documentation of deficit areas is necessary in order for the college to provide appropriate, reasonable accommodations. Please discuss the following processing areas:

• Communication
• Socialization
• Memory (auditory and visual; short-term and long term)
• Fine motor skill/dexterity (speed/sequence of motor patterns)
• Executive functions (planning and organization). It is also helpful to know about the student's cognitive flexibility and automaticity with cognitive tasks.
• Selective attention/perception (auditory and visual)
• Sensory Processing (sensory sensitivity, self-stimulation)

8. It is important to recognize that needs for accommodations can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodation does not, in and of itself, warrant the provision of similar accommodation. If recommended accommodations are not clearly identified in a diagnostic report, DSS may seek clarification and, if necessary, more information.

The aforementioned guidelines are provided so that DSS can respond appropriately to the individual needs of the student. The final determination for providing appropriate and reasonable accommodations rests with Disability Support Services. All documentation is confidential.

Please submit documentation and/or inquiries to:

Disability Support Services
The University of North Carolina at Pembroke
Disability Support Services
PO Box 1510
Pembroke, NC 28372-1510
Phone/Voice: (910) 521-6695
Fax: (910) 521- 6891
TTY: (910) 521-6490
Email: dss@uncp.edu

Once you obtain an assessment report that meets the guidelines provided:

1. You must submit documentation to Disability Support Services.
2. You must complete the Student Intake form.
3. Disability Support Services staff will review your documentation; we will then send you a letter that explains the decision reached.
a. If your documentation does not meet the University’s guidelines, additional information may be requested at the student’s expense.
b. If your documentation does meet the University’s guidelines, you will be advised to schedule an appointment with DSS to begin working with this office.

 

Revised 9/07

 

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