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Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not, by themselves, constitute a learning disability. Although learning disabilities may occur concomitantly with other disabilities (e.g., sensory impairment, intellectual disability, serious emotional disturbance), or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (From the National Joint Committee on Learning Disabilities, Learning Disabilities: Issues on Definition)

Specific documentation guidelines for Learning Disabilities include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• Clear and specific identification of a learning disability must be stated. For example, the terms “Learning styles” or “Learning differences” are not synonymous with a learning disability.

• Documentation of a developmental and educational history consistent with a learning disability.

• Documentation of learning disabilities should include standardized measures of academic achievement, cognitive/linguistic processing, and/or intellectual functioning that have normative data representing the general population. All standardized measures must be represented by standard scores and percentile ranks based on published age-based norms.

• Documentation of one or more cognitive/linguistic processing deficits that is associated in a meaningful way with the identified area(s) of academic limitation. Cognitive/linguistic processes commonly associated with academic achievement (selection dependent upon case) include the following:

  • Fluency/Automaticity
  • Executive functioning
  • Memory/Learning
  • Oral Language
  • Phonological Processing
  • Orthographic Processing
  • Visual-Motor
  • Visual-Perceptual/Visual-Spatial

• Documentation suggesting that the academic limitations are unexpected is necessary. As a result, evidence that substantially limited areas of achievement fall significantly below higher-level cognitive and/or linguistic abilities (e.g., broad intellectual functioning, reasoning, vocabulary, crystallized knowledge) must be included.

• Objective (quantitative and qualitative) evidence that symptoms are associated with significant functional impairment in the academic setting. In the case of Learning Disabilities, documentation must include evidence of substantial limitation(s) in one or more of the following areas of academic achievement:

  • Reading (decoding, fluency, and/or comprehension)
  • Mathematics (calculations, math fluency, and/or applied reasoning)
  • Written Language (spelling, fluency, and/or written expression)

• Academic impairments, processing deficits, and evidence of intact functioning in other domains (e.g., higher-level cognitive functioning), should be evident on multiple measures.

• Documentation that alternative explanations for the academic and cognitive/linguistic limitation(s) have been considered and ruled out (e.g., low cognitive ability, other mental or neurological disorders, lack of adequate education, visual or auditory dysfunction, emotional factors such as anxiety or depression, cultural/language differences, poor motivation, symptom exaggeration).

AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development. By definition, the disorder is developmental in nature, and therefore, diagnosis requires the manifestation of several symptoms prior to age 12 years. Furthermore, a diagnosis of AD/HD is not sufficient, in and of itself, to determine appropriate accommodations. Therefore, objective data provided in a comprehensive assessment of cognitive processing and academic functioning may be required to establish the nature and severity of the student�г��ٸ���Ƶ�s functional limitations. Such data may include, but are not limited to, the following: rating scale information, performance on continuous performance tasks, cognitive processing test results, and/or the results of achievement tests.

Specific documentation guidelines for AD/HD include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• A diagnosis consistent with the most recent DSM/ICD.

• Evidence of the following diagnostic criteria must be included in the documentation:

  • Some evidence, beyond simple self-report, of clinically significant inattention and/or hyperactivity-impulsivity symptoms prior to the age of 12 (in accordance with the DSM). Possible data sources for evidence of early symptoms include the following: parent/guardian report, medical reports, school records, and past evaluations.
  • Evidence of current clinically significant symptoms of either inattention and/or hyperactivity-impulsivity must be documented using appropriate standardized rating scales or norm-referenced measures of cognitive/executive functioning that provide comparisons to similarly aged individuals. However, in some cases, a detailed written statement from a qualified evaluator who has sufficient experience with the student and the student�г��ٸ���Ƶ�s symptom history may be sufficient.
  • Symptom presence must be assessed using student self-report and corroborated by an independent informant who has been able to observe the student�г��ٸ���Ƶ�s recent functioning.
  • Current clinically significant symptoms must be present in at least two settings and interfere with social, academic, or occupational functioning.

• Verifiable evidence that symptoms are associated with significant functional impairment in the academic setting. Suggested sources for evidence of academic functional impairment include the results of a comprehensive psycho-educational evaluation, school records, and/or a comprehensive clinical interview that is described in a written statement by the evaluator.

Autism Spectrum Disorders are characterized by impairment in several areas of development including social communication and social interaction across contexts, and the presence of restricted, repetitive patterns of behavior, interests or activities.

Specific documentation guidelines for Autism Spectrum Disorder include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• A diagnosis consistent with the most recent DSM/ICD.

• Assessment of the following diagnostic criteria is required and evaluation results should include:

  • Developmental history that includes evidence of Autism Spectrum Disorder symptoms in early childhood.
  • Documentation of current qualitative impairment in social interaction and social communication and their level of severity. A standardized assessment approach is encouraged (e.g. Autism Diagnostic Observation System; Autism Diagnostic Interview-Revised; Social Communications Questionnaire).
  • Documentation of current restricted, repetitive patterns of behavior, interests, and activities and their level of severity.
  • Assessment of broad cognitive ability using standardized assessment measures with age-appropriate norms (e.g., WAIS-IV, DAS, RIAS, C-TONI).

• Documentation of current functional impact or limitation of the disability on learning or other major life activities and how it impacts the individual in the learning environment. This may be in the form of a comprehensive psychoeducational evaluation, school records, and/or other relevant records.

Brain injury can result from external trauma, such as a closed head or an object penetration injury, or internal trauma, such as a cerebral vascular accident or tumor. Additionally, individuals may acquire brain impairment as a result of neurological illnesses, such as epilepsy or multiple sclerosis. ABI can cause physical, cognitive, emotional, social, and vocational changes that can affect an individual for a short period of time or permanently. Depending on the location and extent of the injury, symptoms can vary widely. Understanding functional changes after an injury and resulting implications for education are more important than only knowing the cause or type of injury.

Specific documentation guidelines for ABI include the following:

• General documentation guidelines listed in Appendix D.

• Impairments following an acquired brain injury may change rapidly in the weeks and months after the injury, and a more stable picture of residual weaknesses may not be apparent for 1-2 years after an injury. Therefore, updated documentation may be necessary to adequately assess the student�г��ٸ���Ƶ�s current accommodation needs.

• A diagnosis consistent with the most recent DSM/ICD, if appropriate.

• Documentation of the date or period of time of occurrence and diagnosis.

• Documentation of the nature of the neurological illness or traumatic event that resulted in brain injury.

• Objective (quantitative and qualitative) evidence that symptoms are associated with significant functional impairment in the academic setting. The functional impact of the brain injury must be documented by appropriate, objective measures (e.g., cognitive and academic skills, psychosocial-emotional functioning, and/or motor/sensory abilities) relevant to the academic environment.

Notably, in most cases, a concussion is a temporary condition that will require temporary accommodations for approximately one semester, as deemed appropriate by a qualified professional.

Many different psychological disorders can interfere with cognitive, emotional, and social functioning and may negatively impact a student�г��ٸ���Ƶ�s ability to function in an academic environment. Some individuals experience significant disruptions in mood, thinking, and behavioral regulation that are secondary to a psychological disorder. The symptoms and associated impairment may be either chronic or episodic. Complete descriptions and diagnostic criteria for psychological disorders are available in the current version of the DSM or ICD. Test anxiety by itself is not considered a psychological disorder.

Specific documentation guidelines for psychological disorders include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.; however, more recent documentation may be required by a disability service provider on a case-by-case basis.

• A diagnosis consistent with the most recent DSM/ICD.

• Description of history, current symptoms, and severity of the disorder.

• Additional descriptions of (1) the expected progression, duration, and stability of the condition and (2) relevant side effects of medications are strongly encouraged.

• Description of current functional limitations impacting academic performance resulting from the disorder.

Deaf and Hard of Hearing
Individuals who are deaf or hard of hearing experience a reduction in sensitivity to sound. Amplification may not assist the individual in interpreting auditory stimuli. Individuals who are deaf or hard of hearing from birth may experience lags in the development of speech and most often have language-based deficiencies.

Specific documentation requirements for hearing disorders include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• A diagnosis consistent with the most recent DSM/ICD, if appropriate.

• Description of the history, current symptoms, and severity of the disorder, (e.g., audiogram and audiological summary).

• Description of the expected progression or stability of the disorder.

• Description of the current functional limitations impacting the student in the academic setting.

Blind and Loss of Vision
Visual impairments are disorders in the function of the eyes that have not been adequately corrected by medical or surgical intervention, therapy, or conventional eyewear. Individuals with visual disorders may not have any usable vision or the vision may be significantly limited.

Specific documentation requirements for visual disorders include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• A diagnosis consistent with the most recent DSM/ICD, if appropriate.

• Description of the history, current symptoms, and severity of the disorder, (e.g., ocular report).

• Description of the expected progression or stability of the disorder.

• Description of the current functional limitations impacting the student in the academic setting.

Mobility impairments refer to conditions that limit a person�г��ٸ���Ƶ�s coordination or ability to move. Some mobility impairments are congenital while others are the result of illness or physical injury. The functional abilities and limitations resulting from the impairment will vary from individual to individual.

Specific documentation requirements for mobility disorders include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• A diagnosis consistent with the most recent DSM/ICD, if appropriate.

• Description of the history, current symptoms, and severity of the disorder.

• Description of the expected progression or stability of the disorder.

• Description of the current functional limitations impacting the student in the academic setting.

Systemic disabilities are conditions affecting one or more of the body�г��ٸ���Ƶ�s systems, including the respiratory, immunological neurological, circulatory, or digestive systems. Systemic disabilities may change over time. Therefore, the need for - and type of - reasonable accommodations may require updated documentation.

Specific documentation requirements for systemic disorders include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• A diagnosis consistent with the most recent DSM/ICD, if appropriate.

• Description of the history, current symptoms, and severity of the disorder.

• Description of the expected progression or stability of the disorder.

• Description of the current functional limitations impacting the student in the academic setting.

Communication disorders is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in language, speech and, communication. This includes difficulties in receptive and expressive language, including the production of sounds, articulation and fluency deficits, difficulty in the acquisition and production of language across modalities (i.e., spoken, written), and difficulties in the social use of verbal and nonverbal communication.

Specific documentation guidelines for Communication Disorders include the following:

• General documentation guidelines listed in Appendix D.

• Documentation should reflect data collected to represent current functioning.

• A diagnosis consistent with the most recent DSM/ICD.

• Evaluation/Assessment of the following diagnostic criteria is required and evaluation results should include:

  • Developmental history of the communication difficulties in early childhood, unless acquired later in life, in which the resulting event and disorder history should be documented.
  • A summary of present symptoms which meet the criteria for diagnosis of a communication disorder.
  • Treatments, medications, accommodations/auxiliary aids, services currently prescribed or in use.

• Objective (quantitative and qualitative) evidence that symptoms are associated with significant functional impairment in the academic setting. Suggested sources for evidence of academic functional impairment include the results of a comprehensive psycho-educational evaluation, speech/language evaluation, neurological report, physical evaluation report, and/or school records.

Disabilities as defined by the ADA that are not covered by the guidelines described above may be eligible for accommodations within �г��ٸ���Ƶ policies. For more information, please contact the disability services office or other designated office at the �г��ٸ���Ƶ institution in which you are enrolled or seeking services.