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Learning Disabilities Documentation Guidelines


Learning disabilities documentation guidelines


You must provide current, valid and comprehensive documentation of a specific diagnosed learning disability in order to verify accommodation eligibility under Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990. Documentation needs to be current, preferably within the past five years. Additional documentation may be requested based upon your current status and your request(s). The documentation needs to address the functional limitations of the learning disability to your major life activities.

You are responsible for making an appointment with a disability counselor to discuss your documentation and eligibility for accommodations, which are determined each semester. Disability services will make the final determination of eligibility for accommodations. Disability services cannot review an accommodation request until documentation is complete. Please contact disability services if you have any questions.


*Please Note: Documentation guidelines are to be viewed as recommendations for qualified clinicians and students when submitting documentation.  Documentation is reviewed on an individualized basis,and accommodations are made in coordination with disability services and the student. 

You should adhere to the following guidelines when submitting documentation:

  • Minimal documentation must include three assessments: a cognitive assessment, an achievement assessment, and an information processing assessment. Submitting one test for diagnosis is not acceptable. Individualized Education Plans (IEPs) are not considered appropriate documentation and are not acceptable.  
  • Actual test scores must be provided. Standard scores and percentiles must be included. Grade equivalents are not acceptable unless accompanied by percentiles and standard scores. There must be clear, specific evidence of a diagnosed learning disability. Assessment instruments need to be selected based on valid and reliable use within the adult population.  
  • Documentation needs to be typewritten and include the name, address and license number of the evaluator and date(s) of testing. Professionals administering the assessment must be qualified to do so; trained, certified, and/or licensed school psychologists, neuropsychologists, clinical psychologists, learning disabilities specialists, and other professionals with training and experience are commonly involved in the assessment process. 


Cognitive Assessment Instruments 
Preferred instruments (including subtest scores) 

  • Woodcock-Johnson Psycho-educational Battery-Revised: WJR-3, Tests of Cognitive Ability 

Achievement Assessment Instruments

Current levels of functioning in reading, mathematics, and written language are required.

  • Woodcock-Johnson Psycho-educational Battery-Revised: WJR-3, Tests of Achievement  
  • WIAT-III (Weschler Individual Achievement Test III)
  • Woodcock Reading Mastery Tests-Revised

Additional Instruments

  • Stanford Test of Academic Skills (TASK)  
  • Scholastic Abilities Test for Adults (SATA) 
  • Test of Written Language-3 (TOWL 3) 
  • Stanford Diagnostic Mathematics Test 

Information Processing Assessment Instruments

Areas of information processing (working memory, sequential memory, auditory and visual perception/processing, and processing speed) must be assessed.

Acceptable instruments 

  • Test of Visual Motor Integration (VMI)  
  • Detroit Test of Learning Aptitude-Adult (I)TLA-A)  
  • Wechsler Memory Scales Subtest info from other instruments are also useful.