Durham Technical Community College
Disability Services Office
1637 Lawson Street /
Durham, North Carolina 27703
-536-7208 disabilityservices@durhamtech.edu
Learning Disability Documentation Guidelines
Durham Technical Community College provides reasonable accommodations for students with documented
learning disabilities. Post-secondary students no longer have IEPs because the Individuals with Disabilities
Education Act (IDEA) does not exist at the college level; however, an IEP may be included as part of a more
comprehensive report. Durham Tech students are governed under the Americans with Disabilities Act (ADA) and
Section 504 of the Rehabilitation Act, specifically subpart E.
Durham Tech Disability Services Office will make the final determination of whether appropriate and reasonable
accommodations are warranted and can be provided for the individual. Students with disabilities are expected to
satisfy the academic standards required by the college and perform essential course functions without
substantially altering the curriculum requirements.
Student: Complete this release form and return to the Durham Tech Disability Services Office.
Be sure to complete the personal impact statement on the back of this sheet.
Student name: Date of birth:
Student ID number: Phone:
Address:
Signature: Date:
REQUIRED DOCUMENTATION—Must be current (within the past five years)
1.
The following professionals are considered qualified to assess and diagnose learning disabilities:
appropriately licensed/certified clinical psychologists, school psychologists, and neuropsychologists. The
professional must have expertise in evaluating the impact of the learning disability on the student’s
educational performance. All reports should be on letterhead, dated, signed, and include the name, title, and
professional credentials of the evaluator.
2.
A psychoeducational report should be current within five years. Documentation should substantiate the
need for service based on the student’s current functioning in an educational setting.
3.
A psychoeducational evaluation should include a clinical interview. The student’s developmental, academic,
mental, and social history should be investigated and reported. This evaluation must include a
comprehensive assessment battery including aptitude, achievement, and processing instruments. The
following aptitude tests are considered appropriate in the substantiation of a learning disability:
• Wechsler Adult Intelligence Scale-IV (WAIS-IV); Wechsler Intelligence Scale for Children-IV
(WISC-IV)
• Woodcock-Johnson Test Psychoeducational Battery-III: Test of Cognitive Ability
• Kaufman Adolescent and Adult Intelligence Test (KAIT)
The Slosson Intelligence Test and the Kaufman Brief Intelligence Test are screening devices that are not
comprehensive enough to provide the information necessary to make accommodation decisions.
The following achievement tests are considered appropriate in the substantiation of a learning disability:
• Woodcock-Johnson Psychoeducational Battery-III: Tests of Achievement
• Wechsler Individual Achievement Test-II (WIAT-III)
• Scholastic Abilities Test for Adults (SATA)
The Wide Range Achievement Test is not a comprehensive measure of achievement and, therefore, is not
useful as the sole measure of achievement.
4.
The impact of the disability should be discussed with particular detail regarding academic requirements. If
specific recommendations of accommodations are made, the rationale must relate the accommodation to
the functional limitations imposed by the disability.
Evaluator’s name (please print):
Licensure/Certification: Date:
02/2016
click to sign
signature
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