Interested students with documented LD and AD/HD may schedule appointments with a learning specialist who provides individualized academic support and serves as liaison between faculty and students when necessary. First-year students have priority for regular weekly appointments with the learning specialist. When appropriate, the coordinator of the Disability Resource Center will prepare VISA (Verified Individualized Services and Accommodations) with students to present to their instructors to verify the need for classroom and testing accommodations. Assistance with course selection is also available. Students with LD and AD/HD must contact the coordinator to request these services. Documentation Requirements
All documentation must be submitted to the coordinator. It should be on letterhead stationery and include the signature, title and credentials of the professional conducting the evaluation. Documentation of an Attention Deficit/Hyperactivity Disorder
To document AD/HD, a student must submit a current report based on the results of a comprehensive evaluation by a medical doctor or licensed psychologist experienced in the area of AD/HD. The report must include the following information: a clear statement of a diagnosis of AD/HD identification of procedures and instruments used to make the diagnosis—examples include Wender Utah Rating Scale, Brown Attention-Activation Disorder Scale, and Beck Anxiety Inventory relevant information about the individual's history which substantiates the diagnosis analysis of evaluation results including standardized test scores, if available description of the functional difficulties caused by the AD/HD in an academic setting recommendations for appropriate accommodations to help compensate for the AD/HD
Documentation of a Learning Disability
To document a learning disability, a student must submit a report from a comprehensive psychoeducational evaluation performed within the last three years by a licensed psychologist or certified school psychologist. The report must clearly state that a learning disability exists, provide data and analysis substantiating the diagnosis, and verify the need for accommodations by identifying deficits that significantly affect academic performance. At minimum, the following information must be included: - an assessment of cognitive functioning based upon results of one of the following tests:
- Wechsler Adult Intelligence Scale - III or Revised (WAIS-III or WAIS-R)
- Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability
data about specific areas of information processing (e.g., perceptual ability, memory, processing speed) - information about academic achievement including current levels of reading, mathematics, writing and spelling ability as measure by the following:
- Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Achievement
- Wechsler Individual Achievement Test (WIAT) individual scaled subtest scores
|