Learning Resource Program


Documentation Guidelines

Ensure your documentation meets the following criteria.

A disability must currently and substantially limit some major life activity, including learning, to support eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.

Documentation must, therefore, support this eligibility, as well as any requests for reasonable accommodations. Disability documentation should consist of a comprehensive report that provides evidence of a currently existing impairment; background information, relevant testing, specific diagnosis, and interpretative summary. The following guidelines are provided:

  1. Assessment. Testing must be current to represent the applicant’s aptitude as an adult, and should address the following areas:
    • Cognitive Ability: The WAIS-IV (Wechsler Adult Intelligence Scale, Third Edition) or the Woodcock-Johnson Tests of Cognitive Ability (WJ-IV) are acceptable.
    • Achievement: Either the Woodcock-Johnson Tests of Achievement (WJ-IV)  or the WIAT (Wechsler Individual Achievement Test) may be submitted.
    • Information Processing (short- and long-term memory; sequential memory; auditory and visual perception/processing; processing speed).
  2. The results of these assessment tools should be presented in a thorough and comprehensive interpretative report (neuro-psychological or psycho-educational), that will include:
    • A DSM-IV diagnosis of a specific language-based learning disability and/or Attention Deficit/Hyperactivity Disorder. For AD/HD, the diagnosis must include identification and discussion of the symptoms that meet the diagnostic criteria. Current treatment, including medication, should be discussed.
    • Clear and specific evidence of the disability or disabilities. Learning differences or learning styles do not constitute a learning disability. In the case of AD/HD, use of phrases such as “suggests,” “is indicative of,” or “attention problems” is not acceptable.
    • Recommendations for accommodations must be based on objective evidence of a substantial limitation to learning and be supported by test results and clinical observations.
    • Actual test scores must be provided, along with an interpretation of test results. Test protocol sheets or scores alone are not sufficient. WAIS-IV results must include subtest and index scores.
    • The evaluation must include and describe co-existing conditions such as mood, behavioral, neurological and/or personality disorders accommodations at the post-secondary level.
  3. Testing must have been administered by a professional qualified to conduct assessments and render a diagnosis of a learning disability. Names and credentials must be provided. All reports must be typed.

  4. Individual Education Programs (IEPs) should be provided, if available. IEPs do not, however, provide sufficient documentation to continue accommodations at the post-secondary level.

» Certification of Attention Deficit/Hyperactivity Disorder (PDF)


For further information, please contact:

Learning Resource Program
p – 516.877.4710
e – lrp@adelphi.edu

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