Requirements for Documentation of a Learning Disability

Definition

According to the National Joint Committee on Learning Disabilities, a learning disability is a “general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of these conditions or influences.”

A diagnosis of a learning disability must meet the following criteria:

I. Qualified Professional Must Conduct the Psycho-Educational Evaluation

Evaluator must be qualified, licensed, and/or certified in the area of learning disabilities (i.e. licensed psychologist, neuro-psychologist)
Use of diagnostic terminology indicating a learning disability by someone whose training and experience are not in these fields is not acceptable (i.e. medical doctor)
Evaluation report must be typed on the professional’s official letterhead
Evaluator must sign report and list credentials
Evaluator cannot be a family member

II. Testing Must be Current

Appalachian State University requires the psycho-educational evaluation be within three (3) years of the arrival date on-campus

III. In-Depth, Comprehensive Psycho-Educational Evaluation Must Include:

Aptitude/Cognitive Ability
Wechsler Adult Intelligence Scale-III
Stanford-Binet Intelligence Scale (4th ed.)
Kaufman Adolescent and Adult Intelligence Test
Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability
The Slosson Intelligence Test-Revised and the Kaufman Brief Intelligence Test are screening devices and not comprehensive enough to determine eligibility.
Academic Achievement
Woodcock-Johnson Psychoeducational Battery-Revised
Weschler Individual Achievement Test
Scholastic Abilities Test for Adults
Stanford Test of Academic Skills
Nelson-Denny Reading Skills Test
Woodcock Readying Mastery Tests-Revised
Test of Written Language-3

Specific achievement tests are useful when administered under standardized conditions and interpreted within the context of other diagnostic information. The Wide Range Achievement Test-3 is not acceptable.

Information Processing
Detroit Tests of Learning Aptitude-Adult
Subtests from aptitude/cognitive tests may be used
Short and long term memory
Sequential memory
Auditory and visual perception/processing
Processing speed
Developmental history review
Medical history review

IV. Eligibility Criteria

Substantiate a significant discrepancy of at least 15 points or greater between aptitude and achievement as defined by the NC Guidelines of a Learning Disability

—And/Or—

Meet the Diagnostic and Statistical Manual (DSM-IV) definition of a minimum of two (2) standard deviations between aptitude and achievement:

315.00 Reading Disorder
315.10 Mathematics Disorder
315.20 Disorder of Written Expression
315.90 Learning Disorder NOS

V. Written Report

A comprehensive summary must be typed on official letterhead and include:

Names of assessment instruments used and recommendations based on results
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 prognosis
Notation of medications prescribed, if any, and potential impact on learning
The impact of the disorder on the individual with particular detail regarding the academic and/or residential setting
Rationale when recommendations are made for specific accommodations
Culminate in a well written psycho-educational evaluation report

VI. Presentation to the Office of Disability Services

Documentation may be submitted to the Office of Disability Services:

Along with page 11 (Voluntary Disability Disclosure Form) from the Appalachian State University Acceptance Packet received through the mail
By hand delivery to the Office of Disability Services
Student is required to initiate an appointment for an individual conference with ODS to formally meet and determine what academic accommodations, if any, are appropriate

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