Documentation for Students with Learning Disabilities

In order to determine accommodations for students with learning disabilities, an evaluation must have been completed when the student was a young adult (16 years or older), using adult instruments and scales, or within the last three (3) years. Documentation should consist of a report from a licensed educational psychologist, clinical psychologist, or learning disability specialist. Assessment must be comprehensive and include a test from each category that follows:

  • Aptitude
  • Wechsler Adult Intelligence Scale - Revision 3
  • Woodcock Johnson - Revised
  • Tests of Cognitive Ability
  • Kaufman Adult Intelligence Test
  • Stanford-Binet Intelligence Scale - 4th Edition
  • Achievement
  • Woodcock Johnson - Revised: Tests of Achievement
  • Woodcock Reading Mastery Tests - Revised - Forms G or H
  • Wechsler Individual Achievement Test
  • Stanford Test of Academic Skills
  • Scholastic Abilities Test for Adults
  • (The WRAT 2 or 3 is not acceptable as a sole measure of achievement).
  • Information Processing
  • Any appropriate assessment of information processing including the Wechsler Adult
  • Intelligence Scale - Revision 3, Woodcock Johnson - Revised: Tests of Cognitive Ability,
  • Wechsler Memory Scales, Wide Range Test of Memory and Learning, SCAN-A, L.E.T.,
  • Halstead-Reitman subtests, DTLA, etc.

Diagnostic report must include

  • Clinician's name, title, license number, phone number, and address; summary of all instruments and procedures; dates of evaluations
  • Written summary of educational, medical, family histories and behavioral observations
  • All test scores (subtests and standard scores, percentiles), and a detailed interpretation of the results including strengths and weaknesses
  • Clearly describe intracognitive and or aptitude-achievement discrepancies (reflecting significance criteria typically greater than 1.5 standard deviations), or the clinician's rational for clinical judgment
  • Statement of how the learning disability substantially interferes with the student's educational progress, along with recommendations with academic accommodations