DOCUMENTATION REQUIREMENTS
UNIVERSITY OF ALABAMA
OFFICE OF DISABILITY SERVICES
SPECIFIC LEARNING DISABILITIES
Students requesting accommodation on the basis of a specific learning disability must provide documentation from a professional who has undergone comprehensive training and has relevant experience in differential diagnosis of a full range of cognitive and psychiatric disabilities and who has expertise in evaluating the impact of learning disabilities on an individual’s educational performance (licensed clinical psychologist, neuropsychologist, school psychologist, or psychometrist). Experience working with an adult population is essential. Documentation must be current: within the past 3 years for a high school student and within the past 5 years for an adult. A school plan such as an IEP or 504 Accommodation Plan is insufficient documentation. All testing instruments must be standardized for use on adults. Acceptable documentation of LD must address all of the points listed below.
1. DIAGNOSTIC INTERVIEW
The interview must relate a description of the presenting problem(s); developmental,
medical, psychosocial and employment histories; family history (including primary
language of the home and the student’s current level of English fluency);
a discussion of comorbidity where indicated; and relevant information regarding
the student’s academic history.
2. ASSESSMENT
For the neurological or psychological evaluation to illustrate a substantial
limitation to learning, the comprehensive assessment battery must address the
following domains:
a. Aptitude / Cognitive Ability
An assessment of global intellectual functioning is required, as measured by
the latest version of one of the following acceptable instruments. Subtest and
standard scores must be reported:
• Wechsler Adult Intelligence Scale III (or latest version). The WAIS
is the preferred instrument.
• Woodcock-Johnson Psychoeducational Battery – Revised: Tests of
Cognitive Ability
• Stanford-Binet Intelligence Scale: Fourth Edition
Unacceptable Instruments
• The Kaufman Brief Intelligence Test (KBIT) is not a comprehensive measure
and is therefore not suitable.
• Wechsler Intelligence Scale for Children (WISC) – this instrument
is not standardized for use on adults.
b. Academic Achievement
A comprehensive achievement battery with subtest and standard scores, indicating
current level of functioning in the academic areas of reading, math, oral and
written language, must be included, as measured by the latest version of one
of the following achievement batteries:
Acceptable Instruments
• The Woodcock-Johnson Psychoeducational Battery – Revised: Tests
of Achievement
• Wechsler Individual Achievement Test (WIAT)
• Stanford Test of Academic Skills (TASK)
• Scholastic Abilities Test for Adults (SATA)
• Specific achievement tests such as the Test of Written Language –
3 (TOWL-3), Woodcock Reading Mastery Tests – Revised, or the Stanford
Diagnostic Mathematics Test.
Unacceptable Instruments
• The Wide Range Achievement Test (WRAT)
• Mini Battery of Achievement (MBA)
(These are not comprehensive measures of achievement and are therefore not suitable
for documentation purposes at UA.)
c. Information Processing
To address the specific areas of short and long-term memory, sequential memory,
auditory and visual perception, processing speed, executive function, and motor
ability, a comprehensive battery with subtest and standard scores must be administered.
Information from the Woodcock-Johnson Tests of Cognitive Ability, the WAIS-III,
or the Detroit Tests of Learning Aptitude – Adult (DTLA-A), as well as
other instruments relevant to the presenting learning problem(s) may be used
to address these areas.
3. DIAGNOSIS
A clear and specific statement that the student is diagnosed with a learning
disability and the accompanying DSM-IV-TR diagnostic code(s) are required to
determine eligibility for services.
4. CLINICAL SUMMARY
This portion of the evaluation must address:
a. The substantial limitations to major life activities posed by the specific
learning disability, and the extent to which these limitations impact the academic
context for which accommodations are being requested.
b. Suggestions as to how the specific effects of the learning disability may
be accommodated.
c. Rationale for such accommodations. Any recommendation for an accommodation
should be based on objective evidence of a substantial limitation to learning,
supported by specific test results and clinical observations. Reports should
establish the rationale for any accommodation that is recommended, using test
data to document the need.*
5. ADDITIONAL REQUIREMENTS
a. Interpretation of results is required. Test protocol sheets, handwritten
summary sheets or scores alone are not sufficient.
b. All reports must be in narrative format, typed, signed by the diagnosing
clinician, and must include the names, titles and professional credentials (e.g.,
licensed psychologist) of the evaluators as well as the date(s) of testing.
Documentation must be submitted on the official letterhead of the professional
diagnosing the disability.
* A history of accommodations does not in itself warrant the provision of similar
accommodations at UA. The final determination of appropriate and reasonable
accommodation rests with the University of Alabama.
Please forward all documentation to:
Office of Disability Services
University of Alabama
133B Martha Parham East
Box 870185
Tuscaloosa, AL 35487-0185
This document will be made available in alternative formats upon request. Please contact the Office of Disability Services, (205) 348-4285 (Voice) or (205) 348-3081 (TTY) for assistance.
Revised, 6/2004
