Documentation of disability checklist

DOCUMENTATION OF SPECIFIC LEARNING DISABILITY CHECKLIST

EDINBORO UNIVERSITY OF PENNSYLVANIA 

This checklist is intended to smooth the transition from high school to college for students with disabilities who plan to attend one of Pennsylvania's State System of Higher Education universities.  Students must provide the university with current and complete documentation of their disability prior to arrangement of services.

General requirements for documentation of Specific Learning Disability are listed below.  Since documentation must be current (assessment preferably completed/updated within the past three to five years), you may need to be reevaluated.  A more detailed discussion of assessment is available for professionals performing evaluations for specific learning disabilities and can be obtained by viewing the Educational Testing Service criteria at www.ets.org, from which these guidelines have been adapted. Please call the Office for Students with Disabilities at Edinboro University of PA with any questions or concerns: 814-732-2462.

QUALIFICATIONS OF EVALUATOR

• Qualified evaluator:  LD: licensed or certified psychologist or neuro-psychologist, psychiatrist: Comprehensive training and relevant experience in the diagnosis of learning disabilities is essential.
  
  

Assessment report:

• is completed by an evaluator experienced working in with adolescents/adults with LD

• is typed on letterhead, dated, signed and legible
• name, title and professional credentials of the evaluator clearly stated.  
  
  

DOCUMENTATION:

• Documentation must be current (completed within the past three to five years) so that accommodations are based upon the impact of the student's disabilities on his or her academic performance upon entry to college.
• Assessment report is appropriate (includes current deficits and current effect on academic functioning)
  
  

Learning Disability assessment includes:

• Educational history including history of impairment; history of interventions/accommodation; current and past performance on exams and/or standardized school based assessments
• Evidence of current impairment including current functional limitations (usually requires new

• Relevant medical and medication history, including the absence of a medical basis for the symptoms being evaluated

• Prior psycho-educational test results

• Complete intellectual assessment (not abbreviated batteries) with all subtests and standard scores reported

• Comprehensive academic achievement battery with all subtests and standard scores reported

• Specific areas of information processing (memory, auditory/visual perception, processing speed, executive functioning, motor ability)

• Statement of specific diagnosis including DSM-IV Criteria

• Description of current functional limitations pertaining to an educational setting that are presumably a direct result of the learning disability

• Alternative diagnoses or explanations should be ruled out

ACCOMMODATIONS

• Degree to which disability impacts the individual in a learning context

• Specific recommendations for accommodations that would be appropriate at the college level

• Explanation of how each accommodation is substantiated through the assessment

• Evidence that the accommodation(s) requested is appropriate and effective