Learning Disability Documentation Guidelines
Students who are requesting modifications to courses or College programs
from the Disability Services Office at Mitchell Community College are required
to
submit documentation to verify eligibility for modifications to MCC policies,
practices and procedures, under the Americans with Disabilities Act of 1990
and Section 504 of the Rehabilitation Act of 1973. The following guidelines
are provided
in the interest of ensuring that the documentation is complete and appropriate:
Appropriate documentation to support the existence of a Learning Disability
would be a full psycho-educational evaluation, performed by a licensed psychologist,
licensed psychological associate or other professional who is credentialed
to perform such testing. A specific learning disability must be stated within
the documentation submitted. If another diagnosis is applicable, it should
also be stated. The diagnosis of a specific learning disability should ideally
be presented in multiaxial format, as illustrated in the current Diagnostic
and Statistical Manual of Mental Disorders (DSM-IV-TR). A statement should
be included indicating current status of the learning disability and the functional
limitations of the student as a result of the learning disability and how those
limitations affect the student in an educational setting.
The evaluation must have been completed within the last three years for students
just graduating high school. It is preferred that individuals who are seventeen
years of age or older be tested using diagnostic instruments normed for adults.
If the entering student has graduated from high school more than 24 months
prior to enrolling at Mitchell Community College, and the documentation is
in excess of three years old but less than five years old, the documentation
may be accepted if the documentation clearly shows the Learning Disability
has been stable over a period of time and clearly indicates present functioning.
Average broad cognitive functioning must be demonstrated on an individually
administered intelligence test. Subscale/subtest scores should be listed. One
of the following instruments is acceptable: WAIS-R; WAIS Ill; Stanford-Binet
IV; WISC-R; WISC-Ill.
Specific cognitive processing strengths, weaknesses, and deficits should
be discussed. Clear documentation of deficit areas is necessary in order for
the college to provide appropriate, reasonable modifications. Please discuss
the following processing areas.
Visual spatial abilities
Memory (auditory and visual; short-term and long-term)
Fine motor/dexterity (speed/sequence of motor paterns)
Executive functions (verbal and nonverbal). It is also helpful to know about
the student’s cognitive flexibility and automaticity with cognitive tasks.
Selective attention/perception (auditory and visual)
Oral language skills should be assessed and discussed. Formal instruments
or an informal analysis of a language sample are appropriate. Colleges are
primarily interested in whether or not a student's learning disability is impacting
oral language and/or if a separate speech disorder is also present.
Social-emotional assessment is required in order to rule-out a primary emotional
basis for learning difficulties. Social-emotional status should be assessed
and discussed. Formal assessment instruments and/or clinical interview are
appropriate. If applicable, a mental health diagnosis should be clearly stated.
Colleges need to know differential diagnoses of psychological disorders that
impact upon academics from learning disabilities. College is typically quite
stressful for students who have learning disabilities. In an attempt to better
serve students, it is helpful to know about their personality characteristics,
psychological welfare, self-esteem, and ability to respond to stress.
Significant specific achievement deficits relative to potential must be documented.
Assessment results must be provided across the following areas:
Written language (spelling and written expression) -If a written language
sample is available to review, this is most helpful. Examples of acceptable
tests include [please use age appropriate norms]: BODER; WJ-R (Achievement);
TOAL-3; informal writing sample; TOWL-3 (for high school students only); SATA;
or WIAT/WIATII.
Reading (decoding and comprehension) -Please indicate the student's ability
to comprehend longer passages, more typical of college texts than some assessment
instruments provide. Examples of acceptable tests include [please use age appropriate
norms]: WJ-R (Achievement); Woodcock Reading Mastery Tests-Revised (for high
school students only); SATA; WIAT/WIATII; or Stanford Diagnostic Reading Tests-4th
edition.
Mathematics (applied [word problems] and calculations) -Please indicate whether
or not the student was successful with algebra problems. Scores rarely provide
this. For example, students can score within the low average range on the WRAT-Ill
without attempting any of the algebra problems. Examples of acceptable tests
include [please use age appropriate norms] : SATA; WJ-R (Achievement); Stanford
Diagnostic Mathematics Tests-4th edition; KeyMath-Revised/NU; or WIAT/WIATII.
Oral expression -Please indicate the student's ability to convey information
in a detailed, organized manner. Examples of acceptable tests include [please
use age appropriate norms]: Informal assessment during evaluation or WIAT/WIATII.
Listening Comprehension -Please indicate the student's ability to comprehend
complex verbal material or information. Examples of acceptable tests include
(please use age appropriate norms): Informal assessment during evaluation or
WIAT/WIATII.
The documentation must include the following information:
Name of the assessment instrument(s) used.
Quantitative and qualitative information which supports the diagnosis.
Severity of the learning disability and impact in and out of the classroom.
Recommendations for specific accommodations.
Notation of medication(s) prescribed if any, and potential impact on learning.
Additional observations or recommendations which could assist us in adequately
serving the student.
The name(s), title(s), credentials, address(s), and phone number(s)
of the evaluator(s), as well as date(s) of testing.
The material
should be on letterhead
of the individual professional or the agency/firm of which
the professional is employed.
The aforementioned guidelines are provided so that the Disability Services
Office can respond appropriately to the individual needs of the student. In
regard to the evaluator(s) recommended modifications, the evaluator(s) recommendations
will be considered, however, the Disabilities Coordinator will make the final
determination regarding what modifications will be provided based on the severity
of the diagnosis and whether the requested modification will fundamentally
alter the nature of the course/assignment or the program. Additionally, under
the Americans with Disabilities Act of 1990, the College can deny a requested
modification that poses an “undue” financial or administrative
burden on the institution.
All submitted documentation will be kept confidential.
Please submit documentation and/or inquiries to:
Jennifer Williams-Cannon, M.A.
Counselor / Coordinator of Special Populations and Disability Services
Mitchell Community College
500 W. Broad Street
Statesville, NC 28677
Phone - 704-878-3364
E-mail - jwilliamscannon@mithcellcc.edu
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