Students at Thomas More College

Learning Disabilities (LD/SLD)

Students requesting accommodations and/or support services under the Americans with Disabilities Act (ADA) and /or Section 504 of the Rehabilitation Act of 1973 must provide documentation of the existence of a disability which substantially limits a major life activity. In order to accurately determine the appropriate accommodations, the documentation should be current, within 3 years. It may be appropriate to extend the testing limit to 5 years if the data are reflective of the student's current functioning. In all cases, the documentation should be appropriate to the anticipated setting. Documentation should include, but not be limited to the following:

  1. QUALIFICATIONS OF THE EVALUATOR: Name and professional credentials of the evaluator must be present in the documentation. The evaluations must be performed by a licensed psychologist with training and experience in the evaluation of the adolescent/adult Learning Disabilities (LD) population. The name, title and professional credentials of the evaluator, including information about license or certification as well as the area of specialization, employment and state/province.
  2. COMPREHENSIVE ASSESSMENT - The neuropsychological or psycho-educational evaluation for the diagnosis of a specific learning disability must provide clear and specific evidence that a learning disability does or does not exist. Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery which does not rely on any one test or subtest. This assessment should include a diagnostic interview to determine medical, developmental, psychological, family, academic, and employment histories. It should induced assessments of:
    • COGNITIVE - A complete battery, appropriate for an adult population, with all subtest and standard scores reported. One of the following would be required: Wechsler Adult Intelligence Scale-Revised (WAIS-R), Woodcock-Johnson Psychoeducational Battery-Revised, Test of Cognitive Ability, Kaufman Adolescent and Adult Intelligence Tests.
    • ACHIEVEMENT - A complete battery relevant to area(s) of suspected disability(s), often to include a reading assessment, with all subtests and standard scores reported. Examples of commonly used tools are: Woodcock-JohnsonPsychoeducational Battery- revised. Tests of Achievement, Stanford Test of Academic Skills (TASK), Wechsler Individual Achievement Test (WIAT), and Nelson-Denny Reading Skills Test.
  3. DIAGNOSIS: Identification of a specific Learning Disability based upon the information from the comprehensive assessment and a diagnostic review.
  4. CLINICAL SUMMARY: A diagnostic summary based on a comprehensive evaluation process is a necessary component of the report. A clinical summary should include:
    • Demonstration of the evaluator" s having ruled out alternative explanations for academic problems as a result of poor education, poor motivation and/or study skills, emotional problems, attention problems and cultural language differences.