Documentation for Students with Learning Disabilities | Thomas Nelson Community College

Documentation for Students with Learning Disabilities

In a move to mitigate the spread of COVID-19 amid a surging new variant, Thomas Nelson (becoming Virginia Peninsula Community College) is switching most of its classes from in-person to virtual for the first two weeks of spring semester. Read more.

In order to determine accommodations for students with learning disabilities, an evaluation must have been completed when the student was a young adult (16 years or older), using adult instruments and scales, or within the last three (3) years. Documentation should consist of a report from a licensed educational psychologist, clinical psychologist, or learning disability specialist. Assessment must be comprehensive and include a test from each category that follows:

  • Aptitude
  • Wechsler Adult Intelligence Scale – Revision 3
  • Woodcock Johnson – Revised
  • Tests of Cognitive Ability
  • Kaufman Adult Intelligence Test
  • Stanford-Binet Intelligence Scale – 4th Edition
  • Achievement
  • Woodcock Johnson – Revised: Tests of Achievement
  • Woodcock Reading Mastery Tests – Revised – Forms G or H
  • Wechsler Individual Achievement Test
  • Stanford Test of Academic Skills
  • Scholastic Abilities Test for Adults
  • (The WRAT 2 or 3 is not acceptable as a sole measure of achievement).
  • Information Processing
  • Any appropriate assessment of information processing including the Wechsler Adult
  • Intelligence Scale – Revision 3, Woodcock Johnson – Revised: Tests of Cognitive Ability,
  • Wechsler Memory Scales, Wide Range Test of Memory and Learning, SCAN-A, L.E.T.,
  • Halstead-Reitman subtests, DTLA, etc.

Diagnostic report must include

  • Clinician’s name, title, license number, phone number, and address; summary of all instruments and procedures; dates of evaluations
  • Written summary of educational, medical, family histories and behavioral observations
  • All test scores (subtests and standard scores, percentiles), and a detailed interpretation of the results including strengths and weaknesses
  • Clearly describe intracognitive and or aptitude-achievement discrepancies (reflecting significance criteria typically greater than 1.5 standard deviations), or the clinician’s rational for clinical judgment
  • Statement of how the learning disability substantially interferes with the student’s educational progress, along with recommendations with academic accommodations

During this unprecedented time please be patient as we work to respond to your request. Our email and call volume is very high so we appreciate your patience. We urge you to use the website and Navigate during this time.