Services for Students with Disabilities


While it is generally recognized that learning disabilities (e.g., reading disorder (“dyslexia”) disorders of math expression, mathematics disorder) are stable and lifelong conditions, the provision of reasonable and appropriate accommodations is based upon the assessment of whether the current condition constitutes an impairment which substantially limits a major life activity. Neuropsychological and/or psychoeducational assessments are needed to determine the current impact of these conditions on academic performance.

The evaluation must be current as defined by the administration within the past five years of adult-normed psychological measures if the student is now 18 years of age or older.

Students with outdated (i.e. 5+ years), less comprehensive evaluations or evaluations completed with child-normed instruments should submit their documents to the SSD office for review and specific feedback regarding how to proceed with obtaining acceptable documentation, and determination of whether provisional accommodations can be provided.

A comprehensive evaluation must be completed by a qualified evaluator which includes clinical and educational psychologists and neuropsychologists. All test results should be based on the administration of the most recent edition of each instrument.* A separate appendix listing all scaled and percentile report scores should be included, even if these scores are included with the report narrative. A diagnosis using the American Psychiatric Associations Diagnostic and Statistical Manual, 5th Edition (DSM-5) must be included. Statements such as “learning problems,” ”relative weakness,” and “academic difficulties” are not acceptable.

The evaluation must include a clinical summary and comprehensive history of the presenting problems, which clearly demonstrates that a learning disability currently and substantially limits major life activities and impacts the student academically.

*The following areas must be addressed using standardized instruments:
      Aptitude/Cognitive Ability; Achievement, and Cognitive and Information Processing