Guidelines for Documentation of a Learning Disability
The Americans with Disabilities Act defines a disability as a substantial limitation of a major life function. Students requesting academic adjustments, accommodations, or auxiliary aids from the Iowa State University are required to submit documentation of their disability the Student Disability Resources office to verify eligibility under the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and Student Disability Resources' policies. It is strongly recommended that students initiate a request for services and/or reasonable accommodations when admission to Iowa State University is confirmed and then consider the need for appropriate documentation to assist Student Disability Resources in determining eligibility for services (see below). Appropriate documentation must be on file with the SDR office before eligibility determination and/or discussion related to accommodation requests is completed.
A qualified and experienced psychologist has the expertise and tools to diagnosis and assist in determining level of functional impairment. Student Disability Resources requires that the evaluation summary you submit include these essential elements:
- be current -- i.e., completed within the last 5 years for LD, last 6 months for psychiatric disabilities, or last 3 years for ADHD and all other disabilities (NOTE: this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature)
- clearly state the diagnosed disability or disabilities
- describe the functional limitations resulting from the disability or disabilities
- include complete educational, developmental, and medical history relevant to the disability for which testing accommodations are being requested
- include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability (this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature)
- describe the specific accommodations requested to assist in academic endeavors
- adequately support each of the requested testing accommodation(s)
- be typed on official letterhead and be signed/dated by an evaluator qualified to make the diagnosis (include information about license or certification and area of specialization).
Examples of common measures used in assessment.
-
Aptitude/Cognitive Ability
- Wechsler Adult Intelligence Scale - III (WAIS-III)
- Stanford-Binet Intelligence Scale (4th ed.)
- Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability Kaufman Adolescent and Adult Intelligence Test
- The Slosson Intelligence Test - Revised and the Kaufman Brief Intelligence Test are primarily screening devices which are not comprehensive enough to provide the kinds of information necessary to make accommodation(s) decisions.
-
Academic Achievement
- Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Achievement
- Wechsler Individual Achievement Test (WIAT)
- Peabody Individual Achievement Test - Revised (PIAT-R)
- Scholastic Abilities Test for Adults (SATA)
- Stanford Test of Academic Skills (TASK)
- Woodcock Reading Mastery Tests - Revised
- Stanford Diagnostic Reading Test
- Stanford Diagnostic Mathematics Test
- Test of Written Language - 3 (TOWL-3)
- Nelson-Denny Reading Skills Test
Note: Specific achievement tests are useful instruments when administered under standardized conditions and when the results are interpreted within the context of other diagnostic information. The Wide Range Achievement Test - 3 (WRAT-3) is not a comprehensive measure of achievement and therefore should not be used as the sole measure of achievement.
-
Information Processing
- Woodcock-Johnson Psycho-educational Battery - Revised: Tests of Cognitive Ability
- Detroit Tests of Learning Aptitude - 3 (DTLA-3)
- Detroit Tests of Learning Aptitude - Adult (DTLA-A)
- or Information from sub-tests on the WAIS-III.
Note: Information from subtests on WAIS-III or Woodcock-Johnson Tests of Cognitive Ability, neuropsychological measures, as well as other relevant instruments, may be useful when interpreted within the context of other diagnostic information. ISU Disability Resources staff makes the final determination on appropriate and reasonable accommodations.
