Documentation Guidelines for Learning Disabilities
Disability documentation must validate the need for services based on a student’s current level of functioning. An Individual Education Program (IEP) or a Summary of Performance (SOP) might be acceptable sources of such documentation. The determination of an IEP or SOP as sufficient documentation is on a case-by-case basis as school corporations widely differ regarding the comprehensive nature of those reports.
A high-quality report contains narrative about the diagnostic testing used to detect a learning disability. The report should also indicate the learning disability substantially limits the major life activity of learning and include a list of accommodations a student used in an educational setting.
Examples of acceptable testing instruments are below.
- Wechsler Adult Intelligence Scale – (WAIS-III or WAIS-R)
- Wechsler Intelligence Scale for Children (WISC-III)
- Kaufman Adolescent and Adult Intelligence Test
ACHIEVEMENT AND/OR SPECIFIC ACHIEVEMENT TESTS:
- Scholastic Abilities Test for Adults (SATA)
- Stanford Test of Academic Skills (TASK)
- Woodcock-Johnson Psycho-educational Battery – Revised: Tests of Achievement
- Wechsler Individual Achievement Test (WIAT)
- Nelson-Denny Reading Skills Test
- Stanford Diagnostic Mathematics Test
- Test of Written Language – 3 (TOWL-3)
- Woodcock Reading Mastery Tests – Revised
- Detroit Tests of Learning Aptitude – (DTLA-3) or
- Detroit Tests of Learning Aptitude – Adult (DTLA-A)
- Information from subtests on WAIS-R or
- Woodcock-Johnson Psycho-educational Battery – Revised
When a student’s second language acquisition is a concern, it is helpful to include the Modern Language Aptitude Test (MLAT). The Comprehensive Test of Phonological Processing for ages 7-24 (CTOPP) and an official letter from the student’s high school stating the background history of the student’s language acquisition level and/or substitution rationale is also helpful.