 |
 |
|
|||||||||||||||
Learning Disability Academic SupportSome students with specific disabilities wish to arrange for academic accommodations for some or all of their courses. Any student who wishes to request a reasonable accommodation must submit appropriate documentation of the disability to the Director of the Center for Learning Assistance. The documentation and any recommendations must have been completed by a licensed psychologist or physician as appropriate. In the case of a specific learning disability, specialists and educational therapists are also typically involved in the process of assessment. The documentation must be completed no more than three years prior to the student's enrollment at the University. Documentation should include: A standardized measure of general intelligence (e.g. WISC-III). Results of academic achievement tests (e.g. Woodcock-Johnson Psycho Educational Battery-Revised; Tests of Achievement; Stanford Test of Academic Skills; or Scholastic Abilities Test for Adults). Results of a specialized testing in perceptual, processing, and motor skills, as appropriate. A case history, including input from parents, teachers, previous records, and the student. Diagnostic reports must include the names and titles of the evaluators as well as the date(s) of testing. A description of any recommended accommodations. There must be sufficient competent evidence of a specific learning disability. Individual "learning styles" and "learning differences" in and of themselves do not constitute a learning disability. Documentation is kept as a confidential file in the office of the Center for Learning Assistance. Information from the file is only released with the student's written consent in keeping with University Policy. Documentation should be directed to: Director |