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Disability Services

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Learning Disability

DSM-IV defines a Specific Learning Disability as: Learning Disorders that are diagnosed when the individual's achievement on individually administrated, standardized tests in reading, mathematics, or written expression is substantially (1.5 standard deviations) below that expected for age, schooling, and level of intelligence. Learning problems must significantly interfere with academic achievement that requires reading, mathematical, or writing skills.

• Reading Disorder
• Mathematics Disorder
• Disorder of Written Expression
• Learning Disorder, NOS (Not Otherwise Specified)

Students requesting services and accommodations for a learning disability will need to provide documentation that includes:

• Formal Learning Disability testing and a full written assessment (if completed while under 18 years of age, must be within the last three years)
• Standard scores for all normed measures, not just grade equivalent or percentiles
• Suggested academic accommodations in a college setting based on diagnosis
• Current I.E.P. and Transition Plan, if applicable
• Report must be on the administering professional's letterhead

PROFESSIONAL STANDARDS:

Test administrators must meet the following requirements:

Appropriate professionals include, but are not limited to, those in the following occupations:

• State-licensed psychologists
• State-licensed professional counselors
• Staff of post-secondary institutions, disability services offices and departments of special education
• School psychologists
• Vocational Rehabilitation Division diagnosticians

The report should include the following factors, which can be gleaned from the case history:

• Learning disability among family members
• Illness, high fever, concussion, seizures, unconsciousness, etc.
• Birth trauma or complications
• Hyperactivity as a child and medications used
• Delayed or abnormal development of speech, language, motor skills or social skills
• Physical abuse
• Substance abuse
• Medical or physical condition that has been shown to correlate highly with learning disabilities

ACCEPTABLE TEST INSTRUMENTS:

Both of the following minimum standards (in A and B) need to be met in the assessment process.

• Use of one instrument from the following list of Intellectual Assessment Tools:

• Woodcock Johnson III
• Woodcock-Johnson Psycho-Educational Battery-Revised, Standard and Supplemental Batteries (WJPEB-R)
• Wechsler Adult Intelligence Scale-Revised (WAIS-III)
• Stanford-Binet Intelligence Scale (4th Edition)
• Wechsler Intelligence Scale for Children (WISC III) -- Prior to age 16 and within the last 3 years

• Use of one instrument from the following list of Achievement Tests:

• Woodcock-Johnson III
• Woodcock-Johnson Psycho-Educational Battery-Revised Tests of Achievement, Standard Battery (Knowledge and Supplemental Battery optional)
• Wechsler Individual Achievement Test (WIAT)
• Stanford Test of Academic Skills (STAS)
• Scholarship Abilities Test for Adults (SATA)

OPERATIONAL GUIDELINES FOR VERIFICATION OF LEARNING DISABILITIES INCLUDES:

Full-scale score as measured by the Wechsler Adult Intelligence Scale-Revised shall fall within the average range or higher.

Broad Cognitive Ability score, as measured by the Woodcock-Johnson Psycho-Educational Battery-Revised, shall fall within the average range or higher.

A significant difference (1.5 standard deviations or more, based on AGE norm) is measured between the full-scale score on an accepted test of cognitive ability and the standard score in one or more area of achievement on an accepted test of achievement. A wide disparity or scatter of scores, based on AGE norm, either inter-test or intra-test, on the WAIS-R or the WJPED-R, especially when definite ability "groups" can be seen as areas of strength or areas of deficit.

NOTE: To obtain criterion-referenced information, the following specific achievement instruments can be used in addition to the required instruments, but may not replace the acceptable test instruments.

INSTRUMENT MEASURES

Detroit Test of Learning Aptitude-Adult 2, 3

Academic Aptitude

Peabody Picture Vocabulary Test-Revised

Oral Comprehension

Peabody Individual Achievement Test-Rev.

Academic Achievement

Stanford Diagnostic Reading Test

Academic Achievement

Stanford Diagnostic Mathematics Test

Academic Achievement

Formal Reading Inventory

Academic Achievement

Test of Adolescent Language III

Academic Achievement

Gray Oral Reading Test

Academic Achievement

Woodcock Reading Mastery Tests-Revised

Academic Achievement

Test of Written Language-2

Rating Scales

Contact

Office of Disability Services (503) 838-8250 VTTY; fax (503) 838-8721 | or e-mail: ods@wou.edu
Location: APSC room 405