Updating documentation for learning disabilities
Minimally, domains to be addressed must include the following: This list is not intended to be definitive or exhaustive.
A complete and comprehensive intellectual/cognitive assessment is required.
For example, if the diagnosed condition is a learning disability, what is the processing disorder, and what is the relationship between the disorder and the requested accommodation? IEP or 504 plan) is not sufficient in and of itself, but can be included as part of a more comprehensive assessment battery as described in this document.
Documentation for students who have been determined eligible for accommodations and support services according to the criteria established by the California Community College system will be reviewed in accordance with the above prescribed CSU methodology and criteria.
The diagnostic report must include specific recommendations for accommodations and relevant recommendations regarding the curriculum, as well as testing considerations.
standardized testing, final exams, national board examination) and whether or not they benefited the student.In most cases, current means testing that has been conducted within the past three years.Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student's disabilities on his/her academic performance, it is in a student's best interest to provide recent and appropriate documentation.This may include, but is not limited to, the following: The Slosson Intelligence Test-Revised and the Kaufman Adult Intelligence Test do not constitute adequate intelligence test measures.Specific areas of information processing (e.g., short-term memory, working memory, long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning, psychomotor ability) should be assessed as the information processing deficit and it must have the logical nexus that explains the academic difficulty.