Learning Disability (LD) Documentation Requirements

Learning Disability (LD) Documentation Requirements

Students who seek accommodations or support services from ECU’s Office of Disability Support Services on the basis of a diagnosed learning disability are required to submit a psycho-educational OR a neuropsycho-educational evaluation. An individualized education program (IEP) or a 504 plan is insufficient documentation, but can be included. Documentation is needed to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Protection under these civil rights statutes is based on documentation of a learning disability that currently substantially limits some major life activity, including learning.

All current or updated reports should be on letterhead, typed, dated, and signed. The name, title, and professional credentials of the evaluator, including information about license or certification must be stated. Professionals conducting assessments, and rendering a diagnosis of learning disabilities must be qualified to do so. It is not considered appropriate for professionals to evaluate members of their families.

The psycho-educational report should validate the need for services based on the individual’s current level of functioning in the educational setting. Interpretation of relevant test scores must be included. Standard scores and/or percentiles are acceptable. The diagnostician should be able to evaluate, interpret, and indicate how and why the individual’s scores indicate a learning disability. Individual “learning styles”, “learning differences”, “academic problems”, “test anxiety”, and “weaknesses” in of themselves, do not constitute a learning disability.

Please include the following:

Diagnosis: There must be clear and specific evidence and identification of a learning disability. The diagnostician is encouraged to use direct language in the diagnosis and documentation of a learning disability.

Aptitude: The Wechsler Adult Intelligence Scale-Revised (WAIS-R) is the preferred instrument. Also acceptable are the Woodcock-Johnson Psycho-educational Battery-Revised: Tests of Cognitive Ability, the Stanford-Binet Intelligence Scale: 4th ed., or the Kaufman Adolescent and Adult Intelligence Test.

Achievement: Current levels of academic functioning in reading, math, and written language are required. Acceptable instruments include, but are not limited to, the following: Woodcock-Johnson Psycho-educational Batter-Revised: Tests of Achievement, Wechsler Individual Achievement Test (WIAT), or the Stanford Test of Academic Skills

Information Processing and Communication Assessments: Information processing should be assessed. Acceptable instruments include the Detroit Tests of Learning Aptitude-Adult, information from subtests on the WAIS-R, Woodcock Johnson Psycho-educational Battery-Revised: Tests of Cognitive Ability, as well as relevant instruments.

Recommendations for Accommodations: The diagnostic report must include specific recommendations for academic accommodations. A history of accommodations alone does not warrant the provision of similar accommodations at ECU. If no accommodations have been previously provided, a detailed explanation as to why none has been used and the rationale for the student’s currently needing accommodation/s must be provided. The final determination of appropriate and reasonable accommodations rests with the Department.

Documentation that does not meet the above guidelines will be considered on a case by case basis. Appropriateness of age of documentation will be determined on an individual basis. The Department of Disability Support Services reserves the right to consult with allied professionals in reviewing and assessing disability documentation.