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Qualifications of the evaluator professionals conducting assessments, rendering diagnoses of specific learning disabilities, and making recommendations for appropriate accommodations must be qualified to do so. Trained and certified and/or licensed psychologists, learning disabilities specialists (LDT-Cs), and educational therapists are typically involved in the process of assessment.

In certain circumstances, additional information may be required in order to establish the presence of a learning disability, or need for accommodations.  In such instances, the office of Accessibility Services may request additional information directly from the applicant, not from the sending district or school.

Cognitive: The Wechsler Adult Intelligence Scale-IV (WAIS-IV) is preferred. The Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Cognitive Ability and the Stanford- Binet  Intelligence Scale: Fourth Edition are also acceptable. Note: The Slosson Intelligence Test, Weschler Abbreviated Scale of Intelligence (WASI) and the Kaufman Brief Intelligence Test (KBIT) are not appropriate.

Achievement: Current levels of functioning in reading, mathematics, and written language are required. Acceptable instruments include the Woodcock-Johnson Psycho-Educational Battery- Revised: Tests of Achievement or the Wechsler Individual Achievement Test (WlAT). Note: The Wide Range Achievement Test is not acceptable.

• Indication of how patterns in the student’s cognitive ability, achievement, and information processing reflect the presence of a learning disability;
• Indication of the substantial limitation to learning or other major life activity presented by the learning disability and the degree to which it affects the individual at the post-secondary level in the learning context for which the accommodations are being requested;
• Indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated;
• An addendum of scores.

Аll reports, relevant medical/psychological history, and a clinical summary.
Documentation must be provided by a medical or licensed mental health provider with training and expertise related to the individual disability(ies). The diagnostic report must be submitted on official letterhead with name(s), title(s), professional credentials, address, and telephone/number of the person providing the documentation. All reports must be signed and dated. Handwritten notes on prescription pads or handwritten treatment records will not be accepted.

It is helpful to include identification of treatment, medications, assistive devices, or other services currently prescribed or in use.

Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting.

Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.