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Students requesting accommodations under the Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act or 1973 must provide documentation of a diagnosed learning disability that limits a major life activity. Documentation and recommendations must be appropriate to the postsecondary setting. The report must describe the current impact of the attention deficit/hyperactivity disorder on the student's academic performance.
Accommodations are individually determined each semester. Once the Ross Center receives documentation, it is the student’s responsibility to make an appointment with the Ross Center to discuss eligibility and receive academic accommodations that semester.
Confidentiality Statement
Ross Center for Disability Services will not release any information at any point in the disability accommodation process regarding an individual’s diagnosis or medical information without his or her informed written consent or under compulsion of legal process. Information will be released only on a “need to know” basis, except where otherwise required by law. All documentation will be stored in a secure place.
Assessment
Assessment of a learning disability must be current, valid and comprehensive. Documentation needs to be typed and include the name and credentials of the evaluator. Actual test scores and data must be provided, with clear and specific evidence of a learning disability. Assessment instruments should be selected based on their reliability and validity for use with adults. It is not acceptable to administer only one test for diagnosis. The three essential areas of assessment with possible evaluation tools follow:
Aptitude/Cognitive Ability
- Wechsler Adult Intelligence Scale-III (WAIS-III) is the preferred instrument
- Woodcock-Johnson Psycho-educational Battery-III: Tests of Cognitive Ability (WJ III-Cognitive Ability)
- Stanford-Binet Intelligence Scale: Fifth Edition (SB 5)
- Kaufman Adolescent and Adult Intelligence Test
Academic Achievement
- Woodcock-Johnson
Psycho-educational Battery-III: Tests of Academic Achievement
(WJIII - Academic Achievement)
- Stanford
Test of Academic Skills (TASK)
- Scholastic
Abilities Test for Adults (SATA)
- Stanford
Diagnostic Mathematical Test (SDMT)
- Test
of Written Language-4 (TOWL-4)
- Nelson-Denny
Reading Test
Note:
The Wide Range Achievement Test-Revised is not
a comprehensive measure of achievement and therefore should not be used as the only measure of achievement.
Information
Processing
Instruments
that measure specific areas of information processing (working
memory, sequential memory, and auditory or visual perception,
processing and processing speed) must be assessed.
- Detroit
Tests of Learning Aptitude-Adult (DTLA-Adult)
- Wechsler Memory Scales (WMS)
- Subtests
from the WAIS-III or the Woodcock-Johnson Psycho - educational Battery III: Tests of Cognitive
Ability are acceptable
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Note that submission of documentation is not the same as the
request for services. You still must complete the Service
Request Form. The RCDS cannot support any accommodation requests
until the documentation is complete.
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