The Art Institute of Seattle Policy Regarding Documentation of a Specific Learning Disability 

The following guidelines are provided to help assure the evaluation and documentation are appropriated for verifying eligibility and to identify and determine reasonable accommodations. Documentation presented to Disability Services Office will be kept in private, confidential files in this office. The cost of responsibility for providing this information shall be borne by the student. The Director for Disability Services is available to consult with diagnosticians regarding any of these guidelines. If there are any questions regarding documentation, please contact Karen Ehnat, at 1.206.239.2308.

The documentation must be provided by a licensed professional (e.g. psychologist or learning specialist). Additional information may be necessary from other health care providers, such as but not limited to therapists, neurophysiologists, physicians, etc.

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. It should also provide sufficient data to support the particular academic adjustment(s) requested. Since the documentation provided constitutes the basis for determining accommodations, it is in a student's best interest to provide appropriate documentation of adult level functioning to serve as the basis for decision making about student's need for accommodations in an academically competitive environment.

The document should include:

• A diagnosis that is consistent with the diagnostic criteria found in the American Psychiatric Association: Diagnostic and Statistical Manual of Metal Disorders, Fourth Edition (DMS-IV) or successive editions;
  
• Results of test sufficient to diagnose the learning disability. Minimally, areas to be addressed should include, but not limited to:
  
  
  • Aptitude. e.g. Wechsler Adult Intelligence Scale-III, IV or successive editions with sub-tests scores, is preferred. The Woodcock Johnson Psycho-Educational Battery III, IV or successive editions: Test of Cognitive Ability or the Stanford-Binet, are acceptable.
    
  • Achievement. e.g. Woodcock-Johnson Psycho-Educational Battery-Revised or successive editions or other applicable test. (The Wide Range Achievement Test Revised is NOT a comprehensive measure of achievement and therefore is not suitable).
    
  • Information Processing. Specific areas of information processing (e.g. short or long-term memory, auditory and visual perception/processing, processing speed) should be assessed to verify presenting issues. Use of subtest from the WAIS or the Woodcock-Johnson Tests of Cognitive Ability is acceptable.
  
  
• A summary of assessments procedures and evaluation instruments used to make the diagnosis, including evaluation results and all standardized scores if applicable;
  
• A description of the type and severity of current symptoms and limitations; and
  
• A summary of how the disability impacts the student in the postsecondary educational environment.

Documentation should be on a letterhead, signed by the professional and include the licensed professional's title, license number, address, and phone number.

Suggestions regarding academic adjustments, auxiliary aides and services may be included; however, the final determination rests with the Disability Services Office.