Learning Disabilities
Primary Documentation
It is most helpful when students provide an evaluation report such as a psychoeducational evaluation or neuropsychological assessment. More current documentation is always preferred since it puts AccessibleNU-Q in a better position to determine reasonable accommodations. It is generally not necessary to update an evaluation after age 18. Diagnostic reports should be completed by qualified professionals, and should include the following information:
- A clear statement and explanation of the diagnosis and/or functional impacts. Statements that the student has a "learning difficulty" or "learns differently" are often not, by themselves, sufficient.
- Scores from the tests administered. The battery of tests used should contain widely accepted instruments such as the Wechsler Adult Intelligence Scale - Fourth Edition, the Woodcock Johnson IV Tests of Cognitive Ability and Achievement, etc.
- A history and background section detailing developmental milestones and relevant medical history, any previous evaluations and diagnoses, and any previously utilized accommodations or interventions.
- Any medication the student is prescribed and a clear statement as to whether the student was taking the medication(s) during the evaluation.
- Recommendations and rationale for appropriate academic accommodations in the postsecondary setting.
Supplemental Documentation
IEPs, 504 Plans, clinical letters, standardized test accommodation information that do not provide diagnostic information helpful as supplemental but not primary information.
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