L-R Disabilities Services Office

Learning Disability Documentation Guidelines

Students who are requesting modifications to courses or University programs from the Disability Services Office at Lenoir-Rhyne are required to submit documentation to verify eligibility for modifications to L-R 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:

1. Appropriate documentation to support the existence of a Learning Disability is 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 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 effect the student in an educational setting.

2. 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 Lenoir-Rhyne, 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.

3. 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.

4. Specific cognitive processing strengths, weaknesses, and deficits should be discussed.  Clear documentation of deficit areas is necessary in order for the University to provide appropriate, reasonable modifications.  Please discuss the following processing areas.

   • Visual special 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)

5. Oral language skills should be assessed and discussed.  Formal instruments or an informal analysis of a language sample are appropriate.  Universitys 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.
6. 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.  Universitys need to know differential diagnoses of psychological disorders that impact upon academics from learning disabilities.  University 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.

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