LD Documentation

Students with learning disabilities must provide the Disability Services Office at Otterbein College with documentation that meets general documentation guidelines established by this office. Described below is a preferred documentation profile for individuals with learning disabilities who are requesting accommodations or academic support services. This type of documentation not only validates the presence of a disability under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 but is most useful in providing information to support educational planning and anticipate future accommodation needs. All documentation will be evaluated on a case-by-case basis.

• A comprehensive psycho-educational test battery, which means intelligence/ability testing and educational/achievement testing are recommended. A full diagnostic report, including all standard test scores as well as subtest scores and the evaluator's narrative is recommended. If you are providing information from a public school, include the most recent Multifactored Evaluation (MFE), Evaluation Team Report (ETR), Individualized Education Program (IEP) or other formal evaluations. Additional supporting information can include the original eligibility evaluation. These documents alone may or may not provide adequate information to document the learning disability.
• A diagnosis made by (a) qualified professional(s) i.e., licensed school psychologist, licensed psychologist, learning disabilities/educational specialist is suggested. The learning disability diagnosis must be clearly stated. Distinctions between academic weaknesses, learning styles and learning preferences and the impact of a disability should be clear.
• Assessments normed for adults are preferred. What this means is that your assessments should not be assessments for children, but rather tests that are designed for adults, i.e. WAIS rather than WISC.
• A diagnosis of a learning disability and type(s) of learning disability (ies), which should be supported by test data and a description of current functional limitations are important. Psycho-educational testing completed within the last three years provides a better assessment of current functional limitations.
• Suggestions for appropriate accommodations are helpful. It is important that these suggestions are based upon functional limitations. If it is not evident why an accommodation is suggested by assessing test scores and resulting functional limitations, then a rationale for the accommodations is necessary.
• Along with the above information, transfer students are encouraged to provide written verification from the previously attended school, which includes the dates served and the accommodations used.