LD Documentation Criteria

Students who require services on the basis of an Learning Disability(LD) diagnosis must also meet the Attention Deficit Disorder/Hyperactivity Disorder(ADD/HD) Criteria. Documentation submitted should substantiate the need for services based on the individual's current level of functioning. A high school plan such as an Individualized Education Program (IEP) or a 504 plan is insufficient. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing and a diagnosis.

Requirements for LD Documentation

1. Average or above broad cognitive functioning demonstrated on an individually administered intelligence test required.
   Examples of testing instruments:
   • WAIS-R
   • WAIS-III
   • Stanford Binet Intelligence Scale: 4th edition
   • Woodcock Johnson Psycho-educational Battery - Revised: Tests of Cognitive Ability (Subtests 1-14)
   
    
2. Specific Cognitive Processing deficits documented with an assessment instrument in addition to individually administered IQ test, in the following areas required:
   1. Executive Functions
   2. Memory
   3. Fine Motor (speed/sequence of motor patterns)
   4. Selective attention/perception

   (Examples of testing instruments: Detroit Tests of Learning Aptitude -3 (DTLA-3), subtests on the WAIS-III, Woodcock-Johnson Psycho educational Battery - Revised: Tests of Cognitive Ability, Wechsler Memory Scale -III).

   
    
3. Oral Language assessment required in addition to cognitive processing measures.
    
4. Social-emotional assessment required with does not suggest primary emotional basis for results.
    
5. Significant specific achievement deficits relative to potential and must be documented. Assessment results must be provided across the following areas:
   1. Written Language (i.e.)
      1. Spelling
      2. Written expression
   2. Reading (i.e.)
      1. Decoding
      2. Comprehension
   3. Mathematics (i.e.)
      1. Applied (word problems)
      2. Calculation

   (Examples of testing instruments: TOWL - 3, Test of Written Language - 3, Nelson-Denny Reading Skills Test, Woodcock Reading Mastery Tests - Revised, Stanford Diagnostic Mathematics Test)

   
    
6. Utilization of assessment instruments appropriate for high school seniors/college freshman or age appropriate to older students.
    
7. All standardized measures must be represented by standard scores or percentile ranks based on published norms.
    
8. In addition to a specific DSM-IV diagnosis include a recommendations/summary section regarding suggested accommodations for this individual in an academic setting (i.e. tape text books, extended time, etc.).