{"id":178,"date":"2019-08-26T20:49:42","date_gmt":"2019-08-26T20:49:42","guid":{"rendered":"https:\/\/www.trincoll.edu\/sarc\/?page_id=178"},"modified":"2025-08-22T13:37:25","modified_gmt":"2025-08-22T18:37:25","slug":"learning-disability","status":"publish","type":"page","link":"https:\/\/www.trincoll.edu\/sarc\/students\/learning-disability\/","title":{"rendered":"Learning Disability Documentation Requirements"},"content":{"rendered":"

To receive reasonable and appropriate accommodations, students must request an intake meeting at SARC@trincoll.edu<\/a> and submit an online application<\/a> and provide current documentation of their disability. The documentation should give information regarding the severity of the disability and also describe how it interferes with educational achievement. To establish that an individual is covered under ADA and Section 504 of the Rehabilitation Act of 1973, documentation must include disability information and details about how the disability significantly limits a major life activity, including learning.<\/p>\n

The following documentation requirements are in the interest of providing assurance that the documentation is appropriate to verify eligibility and to support requests for accommodations. The documentation requires four important components: (1) qualifications of the evaluator; (2) current evaluation information; (3) comprehensive assessment and use of appropriate clinical\/diagnostic instruments using adult measures; and (4) evidence to establish a rationale supporting the need for accommodations.<\/p>\n

Copies of neuropsychological, psychoeducational and learning disabilities specialist reports, which include all four components, should be uploaded with the online application.<\/a><\/p>\n

    \n
  1. A qualified professional must conduct the evaluation. Diagnostic reports must include the names, titles, license numbers and signatures of the evaluators as well as the date(s) of testing.<\/li>\n
  2. Documentation of the disability and the need for accommodations must be recent. Although a learning disability is usually viewed as life-long, the severity and presentation of the condition may change over time and recent evaluation information is crucial in determining accommodations. Testing should be current and conducted using adult scaled measures. If a student does not have access to adult scaled testing, consideration may be made and temporary (a maximum of one semester) accommodations may be granted. A language substitution accommodation is a permanent accommodation, therefore current and adult scaled testing is required. An update will be required for accommodations to continue beyond the provisional period. Individuals who submit outdated documentation that does not address the candidate\u2019s most recent level of functioning or the need for accommodation(s) will be required to update the evaluation report.<\/li>\n
  3. Assessment must be complete and must include a specific diagnosis. Nonspecific diagnoses, such as individual \u201clearning styles,\u201d \u201clearning differences,\u201d \u201cacademic problems,\u201d \u201cslow reader,\u201d etc. in and of themselves do not constitute a learning disability. More than one assessment device should be administered for the purpose of diagnosis and actual test scores from standardized test instruments must be provided. Testing must address the following three areas:
    \n\u2666\u00a0 Aptitude and cognitive functioning:<\/strong>
    \nA complete intellectual assessment with all subtest and standard scores should be included. Evaluators are encouraged to avoid brief screening types of intelligence tests. Assessment instruments may include but are not limited to:
    \n\u2022 Wechsler Adult Intelligence Scale \u2013 III,
    \n\u2022 Stanford-Binet Tests of Intelligence – IV,
    \n\u2022 Woodcock-Johnson Tests of Cognitive Ability \u2013 III,
    \n\u2022 Kaufman Adolescent and Adult Intelligence Test.
    \n\u2666\u00a0 Academic Achievement:<\/strong>
    \nComprehensive assessment of current levels of academic functioning in reading, mathematics and written language are required. Subtests, standard scores, percentiles and grade equivalent scores should be included. Assessment instruments may include but are not limited to:
    \n\u2022 Woodcock-Johnson Tests of Achievement \u2013 III,
    \n\u2022 Wechsler Individual Achievement Test,
    \n\u2022 Scholastic Abilities Test for Adults, Stanford Test of Academic Skills.
    \n\u2666\u00a0 Information Processing:<\/strong>
    \nSpecific areas of information processing (e.g., short and long-term memory; sequential memory, auditory and visual perception\/processing; processing speed; executive functioning; motor ability) should be assessed. Assessment instruments may include, but are not limited to:
    \n\u2022 Detroit Tests of Learning Aptitude – III
    \n\u2022 Woodcock-Johnson Tests of Cognitive Ability \u2013 III
    \nIf the student\u2019s acquisition of a foreign language is a concern, the assessment process should include the Modern Language Aptitude Test (MLAT) or equivalent.
    \n\u2666\u00a0 Attentional functioning:<\/strong>
    \nIf there is a prior diagnosis of ADD\/ADHD or concerns about current attentional functioning, specific assessments aimed at evaluating these concerns should be included.\u00a0 These measures may include, but are not limited to:
    \n\u2022 Conners Comprehensive Behavior Rating Scales
    \n\u2022 Conners Continuous Performance Test- CPT 3<\/li>\n
  4. Each accommodation recommended must include a rationale -. The diagnostic report must include specific recommendations for appropriate accommodation(s) as well as a detailed explanation of why each accommodation is recommended. A prior history of accommodation, without demonstration of current need, does not necessarily warrant the provision of that accommodation. The recommended accommodations must be supported by specific test results or clinical observations. If an accommodation is not clearly identified in the diagnostic report, further clarification and additional information will be necessary. The above conditions are necessary because assessment constitutes the basis for determining reasonable services and accommodations. At times, the Student Accessibility Council also examines diagnostic information when determining the appropriateness of adjustments for a given student. Both the student and the College are well served by an assessment that clearly substantiates the appropriateness of various accommodations for a student\u2019s needs or requests.<\/li>\n
  5. For students with an ADHD or ADD diagnosis, who are required to submit an adult scaled update to their testing, any of the following evaluations would be acceptable:\n

    Attentional Capacity Test (ACT)
    \nConners Comprehensive Behavior Rating Scales
    \nConners Continuous Performance Test- CPT 3Integrated Visual and Auditory Continuous Performance Test (IVA)
    \nTests of Variable Attention (TOVA)
    \nTrail-Making Test A&B<\/p>\n<\/li>\n<\/ol>\n

    This information has been adapted from the Policy Statement of the Educational Testing Service for Documentation of a Learning Disability in Adolescents and Adults which has also been approved by the Association of Higher Education and Disability.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    To receive reasonable and appropriate accommodations, students must request an intake meeting at SARC@trincoll.edu and submit an online application and provide current documentation of their disability. The documentation should give information regarding the severity of the disability and also describe how it interferes with educational achievement. 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