Menlo College's mission is to educate and develop future leaders in a small, innovative, private residential college of management that integrates programs in business, mass communication and liberal arts.
Menlo College 1000 El Camino Real Atherton, CA 94027
There are four important areas for proper documentation
of a disability:
Qualifications of the evaluator
Recency of documentation
Appropriate clinical documentation to substantiate the learning disability
Evidence to establish a rationale supporting the need for accommodation(s).
Under the Americans with Disabilities Act (ADA) and Section
504 of the Rehabilitation Act of 1973, individuals with learning disabilities
are guaranteed certain protections and right to equal access to programs
and services. In order to access these rights, the documentation must
indicate that the disability substantially limits some
major life activity, including learning. The following guidelines are
provided to assure that LD documentation is appropriate to verify eligibility
and to support requests for academic adjustments, accommodations, and
auxiliary aids.
Documentation of Learning Disabilities should include:
A summary of the student’s history.
A clinical summary including a summary of the diagnostic
interview.
Measurements of aptitude, academic achievement,
and information processing, including, all scores, scales, percentiles
on sub-tests. For example, a measure of fluid reasoning is of potential
value where mathematics related impairment or dyscalculia is indicated.
Aptitude Tests: The Wechsler Adult Intelligence
Scale-Revised (WAIS-R) with all subtests scores is preferable.
The Woodcock-Johnson Psycho-Educational Battery Revised Test of
Cognitive Ability is acceptable.
Achievement Tests: Current levels of functioning
in all area in which accommodations are requested are required.
Acceptable instruments include Woodcock-Johnson Psycho-Educational
Battery Revised: Tests of Achievement: Stanford Test of Academic
Skills (TASK): or specific achievement tests such as the Tests
of Written Language-3 ITOWL), Woodcock-Johnson Reading Mastery
Tests Revised, or the Stanford Diagnostic Mathematics Test. (Neither
the Wide Range Achievement Tests Revised nor the Slingerland High
School Screening Test is acceptable.
Information Processing: Specific areas of information
processing (e.g. short and long term memory, sequential memory,
auditory and visual processing / perception speed) must be assured.
Use of subtests from the WAIS-R or the WJ-R Tests of Cognitive
Ability is acceptable.
These guidelines are not intended to be an exhaustive
list or to restrict assessment in other pertinent and helpful areas such
as vocational interest, aptitudes, and learning styles. However any tests
results used must meet the criteria below.
Be reasonably current (assessment done in late
high school or as an adult, or following any additional injury or therapy;
that is relevant to the impairment).
A statistical analysis of specific discrepancies
if any, identifying how expected performance level was calculated and
how actual achievement has been contrasted with expected.
Test score, sub-scores and normal measure intra-individual
patterns and intra-individual discrepancies if any.
Be technically sound, reliable, and valid for
the adult population and document the nature and severity of learning
disabilities, if any.
The name and signature of the qualified professional
(licensed psychologist, psychiatrist, etc.) who administered the test
battery, and the name of the professional who prepared the report if
different must be included. A brief summary of the psychologist’s
or psychiatrist’s background and expertise in assessing learning
disabilities should be attached (or put on file with the Academic Success
Center, Office of Students with Disabilities).
All psycho-educational assessment reports will be kept confidential
in the Academic Success Center in compliance with the Family Rights and
Privacy Act, and the professional and ethical standards of the Association
on Higher Education and Disability (AHEAD).
The Academic Success Center has available the Guidelines
for Documentation of a Learning Disability in Adolescents and Adults published
by the Association on Higher Education and Disability (AHEAD). Psychologists
and other qualified professionals preparing psycho-educational assessment
reports for our students are urged to obtain and follow those guidelines.
Documentation of Eligibility for Services for Attention Deficit / Hyperactivity Disorder:
To receive reasonable and appropriate services, students
must present documentation of their disability and current functional
limitations. In most cases of ADHD, this means a diagnosis by a neurologist,
psychiatrist, licensed clinical or educational psychologist or a combination
of such professionals with expertise in the diagnosis of attention deficit
disorder adults. The documentation must be on letterhead stationary of
the clinician and include the following:
a.
Clear statement of the DSM-IV diagnosis (DSM-IV classification and
subtype)
b.
Date of diagnosis and date student last seen for treatment or evaluation.
c.
Procedures and instruments used to make the diagnosis (e.g., clinical
interview, behavior rating scales, neuropsychological or psycho educational
testing)
d.
Interpretive summary of evaluation results, including all standardized
scores that are available. The information derived from the instruments
or procedures used to reach the conclusion that the student meets
criteria for ADHD is required. A mere listing of the names of the
instruments used to make the diagnosis or a statement from a professional
saying a student has ADHD are not sufficient evidence in and of themselves
to establish the presence of a disability. We must see documented
evidence, including results and test scores whenever possible.
e.
Past symptoms or evidence of early impairment
f.
Current symptoms that meet the criteria for diagnosis. (Note that
diagnosis based on DSM-IV criteria include six or more symptoms of
inattention and / or six or more symptoms of hyperactivity and impulsivity)
g.
Information related to co-occuring symptoms or how other diagnoses
were ruled out
h.
Currently prescribed medications, including side effects, if any,
and the impact of the medications on the student’s ability to
meet the demands of the academic program.
i.
Ways in which current symptoms of ADHD interfere with academic achievement
j.
Recommendations for academic accommodations to minimize the impact
of disability on the student’s academic performance, including
the rationale for each recommendation
In additions to the diagnostic report,
please attach any information that you feel is relevant to determine appropriate
accommodations for this student
They may obtain a copy of the AHEAD guidelines through the
internet at http://www.ahead.org/ldguide.htm
evaluator. That will assure maximum usefulness of the assessment report
product for the student as the documentation requirements of many universities
and testing agencies closely follow these requirements. Following the
AHEAD guidelines will also assure the maximum utility for the Academic
Success Center, enabling the College to best formulate accommodation recommendations
for the student.
Note:
The diagnostic report must include specific recommendations
for accommodation(s) as well as a detailed explanation of why each accommodation
is recommended. If no prior accommodation(s) has been provided, the qualified
professional and /or the candidate should include a detailed explanation
of why no accommodation(s) was used in the past and why an accommodation(s)
is needed at this time. The above is subject to change. For the most up-to-date
information contact the ASC.
For more information, contact Judy Wasmann at 650-543-3845.
