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Guidelines for Documentation

Guidelines for Documentation of a Learning Disability

Students requesting academic accommodations from the Center for Access-Ability Resources (CAAR) at Northern Illinois University are typically required to submit documentation that verifies their disability. The nature of the documentation varies depending on the disability. The following guidelines provide an outline of what documentation is needed for students with Learning Disabilities. 

Learning Disabilities Documentation Form

Diagnosis / Verification of the Learning Disability

Documentation must include a diagnosis of LD made by a licensed/certified professional qualified to make such a diagnosis (e.g. school or clinical psychology, LD specialist). A school plan such as an Individualized Education Plan (IEP) or a 504 Plan alone is typically insufficient documentation, but may be shared as part of a more comprehensive assessment.

Comprehensive Assessment Battery and the Resulting Diagnostic Report:

  • Evaluator Information: Name, title, contact information, and signature. 
  • Evaluation Date/s: Dates of testing completed within the previous three years; tests results older than three years old will be reviewed by the Coordinator with the student to determine if additional information may be necessary.  
  • Tests Administered and Scores: Names and specific scores of diagnostic instruments used in making the diagnosis.
  • Diagnostic Interview: A summary of relevant information regarding the student's academic history and learning processes.
  • Assessment Battery: A comprehensive battery should include:
    • Aptitude/Cognitive Testing - intellectual ability with all sub-tests and standard scores.
    • Academic Achievement Testing - comprehensive achievement in reading, mathematics and oral and written language skills reported in both grade level and standard scores.
    • Information Processing Testing - ability scores in short and long term memory, auditory and visual processing, processing speed, and reasoning skills.
  • Clinical Summary: Should indicate how evaluator has ruled out alternative explanations for academic problems, how assessment score patterns reflect presence of LD, how LD constitutes a substantial limitation to learning or other major life activity, degree to which learning is impacted by the LD, and rationale for specific accommodations being recommended.

Recommendations for Individuals Seeking Diagnostic Assessment for Learning Disabilities:

When selecting a professional, contact your insurance company to determine if they will cover testing. If yes, then ask for their list of preferred providers. If no (or don't have insurance) contact CAAR for a referral list of providers. When contacting a professional, ask about his or her credentials and about what experience he or she has had in working with adults with learning disabilities.

When you go for the evaluation, take a copy of these guidelines to the professional. Encourage him or her to contact the Center for Access-Ability Resources with any questions that he or she has. Be prepared to be thorough and honest with requested information, knowing that the professionals must maintain confidentiality with respect to your records and testing information.

Once the evaluation is completed, ask for a written copy of the report, schedule time to discuss the results and recommendations with the evaluator, maintain a copy for your own records and provide a copy to CAAR.

All documentation is confidential and should be sent to:

Center for Access-Ability Resources
Health Services - Fourth Floor
Northern Illinois University
DeKalb, IL 60115