Submitting Tests

The Center for Disability Services requires several types of test results in order to determine appropriate services.

Psychoeducational Evaluation—The psychoeducational evaluation must be submitted on letterhead of the qualified professional and provide clear and specific evidence of a learning disability. It is not acceptable to administer one test, nor is it acceptable to base a diagnosis on only one of the several subtests. Objective evidence of a substantial limitation to learning must be provided.

Cognitive Ability—A complete cognitive ability battery is required with all subtests and standard scores.

Achievement—A complete achievement battery is required with all subtests and standard scores. The battery should include current levels of academic functioning in reading (decoding and comprehension), mathematics, and written language. 

Information Processing—Specific areas of information processing (e.g., short- and long-term memory; sequential memory; auditory and visual perception/processing; processing speed; executive functioning; motor ability) must be assessed. 

Testing must be current. Students must provide recent and appropriate documentation. In most cases, this means testing that has been conducted within the past three years. In the case of adults tested after age 21, testing within a five-year period is acceptable.

The report must include a specific diagnosis. The nature and severity of the functional limitation(s) must be supported by the test data, academic history, anecdotal and clinical observations that may include the level of motivation, study skills and other noncognitive factors.

Standard scores must be provided for all measures. Percentiles are also acceptable; grade equivalents are not acceptable unless standard scores and/or percentiles are also included. The assessment must show evidence of discrepancies and intra-individual differences. The individual profile of strengths and weaknesses must provide a rationale for the accommodations that are recommended.

Tests used to document eligibility must be reliable, valid, and standardized for use with an adult population, and should document both the nature and severity of the learning disability.

The diagnostic report must include specific recommendations for accommodations and relevant recommendations regarding the curriculum, as well as testing considerations. A detailed explanation must be provided as to why each accommodation is recommended and should be correlated to specific test results of clinical observations.