Specific Learning Disability

Gonzaga University Policy Regarding Documentation of a
Specific Learning Disability

Students who are seeking support services from Gonzaga University on the basis of a diagnosed specific learning disability are required to submit documentation to verify eligibility. Documentation of a learning disability consists of the provision of professional testing and evaluation, including a written report which reflects the individual's present level of information processing as well as his/her achievement level. The cost and responsibility for providing this professional evaluation shall be borne by the student.

The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility. Documentation presented to Disability Resources, Education, & Access Management (DREAM) will remain in a private confidential file in the DREAM Office. The Director or Assistant Director are available to consult with diagnosticians regarding these guidelines. The report should:

  1. be prepared by a professional qualified to diagnose learning disabilities, which would include but not be limited to: a licensed neuro-psychologist or psychologist, learning disability specialist or other appropriate professional certified to administer class 'C' psychological tests. Experience in evaluation of adults with learning disabilities is essential.
  2. be comprehensive. The use of a single test and/or informal screening instruments (such as Slinglerland and Scotopic Sensitivity Screening) is not acceptable for the purpose of diagnosis. Minimally, areas to be addressed should include but not be limited to:
    1. aptitude. The Wechsler Adult Intelligence Scale-Revised (WAIS-R or WAIS-III) with subtest scores is preferred. The Woodcock-Johnson Psycho-Educational Battery Revised: Tests of Cognitive Ability is acceptable.
    2. achievement. Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include Wechsler Individual Achievement Test, Second Edition (WIAT-II), Woodcock-Johnson; Stanford Test of Academic Skills (TASK); or specific achievement tests such as the Test of Written Language-2 (TOWL-2), Woodcock Reading Mastery Tests-Revised, or the Stanford Diagnostic Mathematics Test. (The Wide Range Achievement Test Revised is NOT a comprehensive measure of achievement and therefore is not suitable.)
    3. information processing. Specific areas of information processing (e.g. short and long term memory, sequential memory, auditory and visual perception/processing, processing speed) should be assessed. Use of subtests from the WAIS-R or the Woodcock-Johnson Tests of Cognitive Ability is acceptable. (This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as vocational interest and aptitudes.)
  3. be current. In most cases, this means within the past three years. Since assessment constitutes the basis for determining reasonable accommodations, it is in a student's best interest to provide recent and appropriate documentation to serve as the basis for decision-making about a student's needs for accommodations in an academically competitive environment.
  4. present clear and specific evidence, which identifies specific learning disabilities and reflects the individual's present level of functioning in processing and intelligence, as well as achievement in written expression, writing mechanics, vocabulary, grammar, spelling, reading comprehension and fluency. (Individual "learning styles" and "learning differences" in and of themselves do not specify a learning disability.)
  5. include the exact instruments used, procedures followed to assess the learning disabilities, test score data, a written interpretation of the results by the professional doing the evaluation, the name of the evaluator and dates of testing.
  6. provide sufficient data to support the particular academic adjustment(s) requested. The documentation should demonstrate the individual has a disability in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Requests which are not supported by proper documentation will not be approved.

If there are questions regarding this policy, please contact DREAM at (509) 323-4134.