Documentation Requirements and Guidelines
Specific Learning Disabilities
In order for students at Montana State University-Great Falls College of Technology to receive disability-related support services on campus, current documentation of disability must be on file with the Disability Services Coordinator.
Documentation for specific learning disabilities (SLD) must be provided by an impartial qualified professional with a degree in a field related to diagnosis of SLD and have at least one year of diagnostic experience with adults and late adolescents.
In order to assist Disability Services in collaborating with students to determine appropriate accommodations, we recommend that documentation include the following:
- Testing that is comprehensive. Administration of only one test is unacceptable
and will not fulfill the requirements for documentation. The domains to be
addressed include, but are not limited to:
Aptitude
Testing may include either or both of the following preferred instruments:
- Wechsler Adult Intelligence Scale (WAIS-III) with standard scores
and percentiles
- Woodcock-Johnson Psycho-Educational Battery (WJ-III): Part I,
Tests of Cognitive Ability with standard scores and percentiles
Achievement
Current levels of functioning in reading, math and written language must be assessed under timed and untimed conditions as appropriate to corroborate underachievement in specific academic areas. Acceptable instruments include:
- Woodcock-Johnson Psycho-Educational Battery :
Part II, Tests of Achievement (WJ-III)
- Specific achievement tests like the Nelson-Denny Reading Test
or the Woodcock Reading Mastery Tests-Revised .
- Wide Range Achievement Test (WRAT-III)
Specific Learning Disabilities
Information Processing
Specific areas of information processing (e.g. short- and long-term memory, reasoning, sequential memory, auditory and visual processing and processing speed) must be assessed. The following are examples of acceptable instruments:
A clear statement that a learning disability is present along with the rationale for this diagnosis.
A narrative summary, including all scores (standard and percentile), which support the diagnosis.
A statement of the current impact the learning disability has on the student's functioning.
A statement of strengths and needs that will impact the student's ability to meet the demands of the postsecondary environment.
A statement of the functional impact or limitations of the disability on learning or other major life activities and the degree to which it impacts the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if other disabling conditions are indicated. If you have any questions regarding the provision of documentation, please contact the Disability Services Coordinator at 771-4311.
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