Documenting a Learning Disability requires

1.  a description of a history of learning difficulties and the reason for the assessment;
2. intelligence test(s) administered including all subtests and standard scores;
3. information processing tests (may be the same instrument used for assessing intelligence if of a comprehensive nature);
4. achievement tests to determine if there is an aptitude/achievement discrepancy (the mathematics achievement tests should measure calculations and mathematical reasoning);
5. a specific diagnosis, ruling out other causes for academic impairment;
6.  recommendations for accommodation; and
7. a summary or interpretation of the student’s history and test results.
8. Documents used in high school like an Individual Education Plan,  504 Plan, or A.R.D. reports are not sufficient documentation.
   
   Adapted from Guidelines developed by the Association on Higher Education and Disability (AHEAD)

  Students are responsible for providing documentation that:

• Reflects a diagnosis made by an appropriately licensed professional who is  experienced in diagnosing and treating the disabling condition, is prepared on appropriate clinical stationary (not a prescription pad), and is signed by the diagnosing and/or treating professional;
• Describes the CURRENT status or functional impact of the disabling condition, with and without mediating measures *; and
• Provides objective, quantified information that establishes the presence of a disability and describes its functional impact **.  
  

* In general, colleges and universities across the nation consider documentation that is between two and five years old, depending on the disabling condition.  The "age"of the documentation will depend on the nature of the disabling condition and whether it is a life-long disability or more transient like some psychiatric disorders.  With learning disabilities, current status is usually established by documentation of assessment of the person as an adult, with testing instruments that are appropriate for use with adults.  Often students participate in Special Education programs through high school but have not been assessed since the eighth or ninth grade and then with tests that are appropriate for children.  These assessments would not provide us with adequate information to establish either the existence of a qualifying disability or information concerning the present impact and whether accommodation would be appropriate.

Note:  Unlike K-12 schools, SAC, like most colleges and universities, does not provide assessment services if there is either no documentation or it is inadequate.  We understand this can pose financial difficulties for students and their families.  When possible, dSS counselors may be able to help identify agencies or services where assessments might be completed at minimal or no cost, depending on eligibility.

** A description of anticipated functional impact in an academic setting is very helpful when determining appropriate accommodations/auxiliary aids.  In all cases, a diagnosis is required.  Professional reports that use terminology like, "suggests an attention disorder", "has a learning problem", or "suggests referral for more assessment" are not adequate to support the presence of a disability and the justification for accommodation/auxiliary aids.

All accommodations/services being requested must be supported by the documentation being provided to the dSS office.   Upon receiving documentation, it becomes the property of San Antonio College and is maintained in confidential files in the dSS office, separate from all other academic records.  Though maintained separately, it is considered an educational record under the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. 1232g, 34 C.F.R. § 99.1 and is treated with the required level of security and confidentiality.

Students' files in disABILITY Support Services are considered "active" during all semesters the student requests services.  Records documenting disabilities, resulting functional impact, accommodations/auxiliary aids provided and any related correspondence will be shredded after of period of five years of file inactivity.

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Page last updated 6/6/05 by Robert Trevino

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