|
|
|
L-R Disabilities Services
Office
Learning
Disability Documentation Guidelines
Part 2
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 University 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 University 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:
Janette
L. Sims, Ed.D. Coordinator of Disability Services
Disability Services Office
Lenoir-Rhyne University
PO
Box 7470
Hickory,
NC 28601
Office
- 828-328-7296
FAX - 828-267-3441
E-mail:
SimsJ@lrc.edu
click
HERE to return to Part 1
|
