Students who are seeking support services from North Idaho College on the basis of a diagnosed specific learning disability are required to submit documentation to verify eligibility. Documentation of learning disability consists of the provision of professional testing and evaluation with report, which reflects the individual's present level of information processing as well as achievement level. The cost and responsibility for providing this professional assessment shall be borne by the student.
The following guidelines are provided in the interest of assuring that evaluation reports are appropriate to document eligibility. Information obtained will remain in a confidential file in the CEA office. All tests used and a summary conclusion stating the existence or non-existence of a specific learning disability according to criteria listed in the Diagnostic and Statistical Manual 4th ed. (DSM IV or successive editions) must be included. In addition the documentation must:
- be prepared by a professional qualified to diagnose learning disability, which would include but is not limited to: a licensed neuro-psychologist or psychologist, learning disability specialist, or other appropriate professional certified to administer and interpret class C psychological tests. Experience in working with an adult evaluation is essential.
- be comprehensive. One test is not acceptable for the purpose of diagnosis. Minimally, areas to be addressed must include but not be limited to:
- Aptitude. The Wechsler Adult Intelligence Scale-Revised WAIS-R or WISC-III with subtest scores is preferred. The Woodcock-Johnson Psycho-Educational Battery Revised. Tests of Cognitive Ability is acceptable. The Leiter International Performance Scale or The Test of Nonverbal Intelligence (TONI) may be acceptable when cultural bias is a concern.
- Achievement. Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include the Woodcock-Johnson Psych educational Battery-Revised: Tests of Achievement; Stanford Test of Academic Skills (TASK); or specific achievement tests such as the Test of Written Language-2 (TOWL-2), Woodcock Reading Mastery Tests-Revised, or the Stanford Diagnostic Mathematics Test. (The Wide Range Achievement Test Revised is NOT a comprehensive measure of achievement and therefore is not suitable.)
- Information Processing. Speck areas of information processing (e.g., short and. long term memory; sequential memory; auditory and visual perception / processing; processing speed) must be assessed. Use of subtests from the WAIS?R or the Woodcock-Johnson Tests of Cognitive Ability is acceptable. (This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as vocational interest and aptitudes.)
- be current. In most cases, within the past three years. Since assessment constitutes the basis for determining reasonable accommodations, it is in a student's best interest to provide recent and appropriate documentation to serve as the basis for decision making about a student's needs for accommodations in an academically competitive environment.
Suggestions of reasonable accommodations with supporting evidence is encouraged. Any exceptions of the above criteria and the final determination for providing appropriate and reasonable accommodations rests with the CEA Coordinator.