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Office of Academic Services

2nd level of the Phillips Memorial Library
Phone: 401-865-2494

For additional information:
Jennifer Rivera
Assistant Director for Disability Support Services
Phillips Memorial Library, Room 227
Phone: 401-865-1121
Email: jrivera@providence.edu

Chelsea Horblitt
Graduate Assistant for Disability Support Services
Phillips Memorial Library, Room 228
Phone: 401-865-1215
Email: chorblit.ga@providence.edu

DOCUMENTING A LEARNING DISABILITY

The following guidelines are for students seeking support services on the basis of a diagnosed, specific learning disability.  This documentation is required under Section 504 and the ADA.  The documentation must reveal that the student’s learning disability substantially limits a major life activity, such as the learning process. 

I.    Testing must be comprehensive.  The administration of one test is insufficient for making a diagnosis.  Minimally, the domains to be addressed must include, but not be limited to, the following:

A.    Aptitude/Cognitive

  • Wechsler Adult Intelligence Scale-Revised
  • Woodcock-Johnson Psycho educational Battery: Tests of Cognitive Ability -Revised
  • Slosson Intelligence Test
  • Peabody Picture Vocabulary Test-Revised
  • Detroit Tests of Learning Aptitude
  • Stanford-Binet Intelligence Scale

B.    Achievement/Academic

  • Kaufman Test of Educational Achievement
  • Peabody Individual Achievement Test-Revised
  • Woodcock-Johnson Psycho educational Battery: Tests of Achievement-Revised
  • Wechsler Individual Achievement Test
  • Stanford Test of Academic Skills

  Or specific achievement tests such as:

  • Test of Written Language
  • Woodcock Reading Mastery Tests
  • Stanford Diagnostic Mathematics Tests

II.    Testing must be completed within the past three years.  It is in a student’s best interest to submit   current documentation so that reasonable accommodations can be provided.

III.    Documentation must specify the exact nature of the learning disability.  Students identified as having unique “learning styles” or “learning differences,” are not considered learning disabled.

IV.    Diagnostic reports and evaluations must include the names, titles, and professional credentials of the evaluators as well as the date(s) of testing.

V.    A description of any accommodations or services that were received at the secondary level must also be documented.

 

Please call the Assistant Director for Disability Support Services of the Office of Academic Services if you have any questions. (401) 865-1121

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