DOCUMENTATION GUIDELINES:

The documentation provided must include information that diagnoses a learning disability, describes the functional limitations in an educational setting, includes appropriate testing as outlined in # 5 and all standardized scores, and indicates the severity and longevity of the learning disability for the purpose of determining academic adjustment(s) or other accommodations.

The following information is a guide to what must be contained in the documentation:

1.     Diagnosis (as diagnosed by the DSM-IV-TR)

2.     Level of Severity: Mild Moderate Severe

3.     Date of Diagnosis

4.     Date of Last Contact with Student

5.     One of each of the following should be included in the documentation.

        Diagnostic Interview (including history)

        Aptitude – Suggested tests include:

           Weschler Adult Intelligence Scale-IV

           Woodcock-Johnson Psychoeducational Battery Revised: Test of Cognitive Ability

           Kaufman Adolescent and Adult Intelligence

           Stanford-Binet Intelligence Scale (4th ed.)

        Achievement -Suggested tests include:

           Scholastic Abilities Test for Adults;

           Stanford Test of Academic Skills

           Woodcock-Johnson Psychoeducational Battery-Revised: Test of Achievement

           Wechsler Individual Achievement Test

           Information Processing (if applicable)

* note: screening instruments such as the WRAT, or abbreviated testing instruments 

   do not provide enough detailed information and may not be sufficient to determine

   eligibility and accommodations

The documentation should also contain the following information:

6.     Provide a summary of the student’s educational, medical, and family history that may relate to the learning disability (must demonstrate that difficulties are not the result of sensory impairment, serious emotional disturbance, cultural differences, or insufficient instruction)

7.     Describe the symptoms which meet the criteria for the DSM-IV-TR diagnosis with the approximate date of onset

         8.     Describe the student’s functional limitations in an educational setting

9.     Please indicate RECOMMENDATIONS you have regarding necessary and appropriate auxiliary aids or services, academic adjustments or other accommodations to equalize the student’s educational opportunities at LSU?

ACCOMMODATIONS ARE DECIDED ON A CASE-BY-CASE BASIS AND MAY INCLUDE, BUT ARE NOT LIMITED TO, THE FOLLOWING:

·           Priority registration

·           Tape recorders

·           Note taking

·           Extended time on examinations

·           Examinations in a distraction-reduced environment

·           Consideration for spelling

·           Reader

·           Scribe

·           E-Text

·           Word processor with spell-checker

WHEN TO CONTACT DS:

·         To register for services.

·         To request additional accommodation(s).

·         When unable to work out DS approved accommodations with faculty. 

·         When accommodations do not seem to be helping.

·         When there is a problem. Be honest with the DS staff and faculty.

          We cannot be of assistance if we do not know a problem exists.

Learning Disability Documentation Guidelines