Diagnosis and Accomodation

for Learning Disabilities

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Guidelines for Evaluation and Documentation

The following are a set of guidelines for evaluating individuals with suspected Attention-Deficit Disorder (ADD) and/or Learning Disabilities (LD). The guidelines are based on those formulated by the Ad Hoc Committee on Learning Disabilities of the Association on Higher Education and Disability (AHEAD).

Persons typically considered qualified to present supportive clinical documentation of these diagnoses are neuropsychologists, clinical psychologists, psychiatrists, and psychoeducational specialists with a demonstrated area of specialization in working with academically competitive students.

The ADD/LD work-up/evaluation, generally speaking, should be relatively current. As a rule of thumb, the evaluation should have been completed within the past three years, but if there is reason to conclude that a less recent evaluation still adequately addresses the condition, then the three year "rule" may not apply. This matter should be discussed with the Coordinator of Disabilities Services.

The evaluation has three basic components, each composed of several elements:
  1. Comprehensive Diagnostic Interview/Consultation.
    2. This should attend to:
    1. DSM-IV criteria for ADD and/or LD.
    2. Relevant background information to support the diagnosis which is assembled from the subject and another source if possible, such as a parent, teacher, spouse, or significant other. Such information should include:
      1. Developmental history
      2. Academic history, including results of prior standardized testing and reports of classroom performance and behavior.
      3. Family history.
      4. Psychosocial history.
      5. Medical history including the absence of a medical basis for present symptoms.
      6. History of prior psychotherapy and pharmacotherapy.
      7. A differential diagnosis of alternative or co-existing mood, behavioral, neurological, and/or personality disorders is addressed.
  2. Neuropsychological or Psychoeducational Evaluation.
    This evaluation is flexibly tailored to the questions generated by the Interview/Consultation and should include a variety of tests. A report will typically:
    1. Describe and interpret results on measures of attention, overall intelligence, spatial ability, language, memory, executive function, motor ability, and academic skills (reading, spelling, writing, mathematics). Actual tests scores must be provided.
    2. Document the nature and severity of attention and/or learning difficulties.
    3. Attempt to reconcile any obvious discrepancies between the test data and real-life functional indicators.
  3. Recommendations.
    When sufficient data are accumulated the clinician should make specific recommendations for further treatment, remediation, accommodation, vocational and/or academic counseling which are based upon the individual's profile of strengths and weaknesses.
    Students should authorize the release of a written report containing all of the above information to the Coordinator of Disabilities Services, so that consideration of academic accommodations can proceed.
All documentation should be sent to: Richard Webb, Ph.D. Coordinator, Disabilities Services Haverford College 370 W. Lancaster Avenue Haverford, PA 19041-1392 610-896-1290
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The Testing Processes: What Students Should Know

There are a few things that anyone who is considering diagnostic testing should know. The most important thing is to explain your academic history as accurately and thoroughly as possible to the person administrating your testing. The more information the evaluator has about your life experiences, the better able she or he will be to make sense of your testing. This will make the recommendations for accommodations more accurate and better suited to your particular learning style.
It is also an opportunity to learn, not only about the testing and evaluation, but also about your particular learning style. If you have any questions about the process, or your testing in particular, ASK THEM! This is an opportunity to have some of your questions answered by a diagnostic professional. The tester will not have all of the answers, but may be able to offer a unique perspective on many issues.

Finally, this kind of testing can be expensive. However, there are some evaluators who charge for services on a sliding scale. If the cost of testing is problematic for you or your family, contact the Coordinator of Disabilities Services, Rick Webb, at the address above.

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Academic Accommodations

Supporting the learning styles of LD students through accommodations is critical. All accommodations are determined on an individual basis and are often customized to best fit the student's learning-style. Some typical accommodations are:

  1. Extended Time:
    One thing most all learning disabled students face is shortage of time. It often takes LD students longer to complete certain tasks regardless of their effort or understanding of the material. In fact, most accommodations are simply aids to help students compensate for this. This accommodation grants students extra time on tests, quizzes, and exams. Some students with this accommodation can also request extensions on large projects or papers that are assigned on short notice.
  2. Note Takers:
    Students who's learning difficulties keep them from being able to take adequate lecture notes (usually due to a lack of time) are assigned note-takers by the College. The note taker simply gives the student a copy or his/her notes after each lecture to supplement the student's own notes.
  3. Books On Tape:
    Arrangements can be made through organizations such as Talking Tapes, Textbooks on Tape (phone: 314-646-0500) and Recording for the Blind and Dyslexic (phone: 800-221-4793) to get audio recordings of the textbooks needed for classes. It is often recommended that students read along with the tape to aid in reading comprehension. (Note: It can take months to get a textbook recorded. If there is a last minute change in a course syllabus, the tapes of the new texts may not be available at the beginning of the semester. In these cases the college will do its best to provide the tapes as quickly as possible).
  4. Recorded Lectures:
    Students with this accommodation are provided with means of tape recording lectures so that they can be reviewed later as a supplement to their notes taken in class.
  5. Alternative Settings and Formats for Exams:
    This accommodation is usually worked out on a class by class basis. It often allows students to take exams in a special room that is quiet and/or less distracting than a typical exam setting. It also allows students in some cases to take their exams on computers using word processors or to be given their exam orally as long as it does not interfere with the stated goals and objectives of the class. Some students with this accommodation can also ask to have their handouts and exam questions printed in large type.
  6. Reduced Course Load:
    In some cases a student may simply need to take less classes. Since it can take LD students longer to finish certain tasks, four courses may entail more work-hours than can be reasonably expected. This accommodation does not exempt a student from any academic requirement. However, it does permit students to take a reduced load without getting special clearance each semester or being put on academic probation.
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