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Procedures for
Learning Disability Documentation
Procedure for a previously diagnosed learning
disability:
1.
Hampden-Sydney College will provide accommodations for students with documented
learning disabilities. Determination of a learning disability is based on the
testing procedures outlined by the College in conjunction with the clinical
judgment of the Hampden-Sydney College consulting psychologist.
2.
The student must submit to the Office of Academic Success the results, using
adult norms, of diagnostic testing performed by an appropriate professional
diagnostician within three years of the date of submission. This testing must
include each of the following.
Procedure for documentation of Attention Deficit
Hyperactivity Disorder (ADHD):
a.
Intellectual Assessment with IQ and sub-test scores reported
b.
Continuous Performance Test
c.
Statement which rules out emotional cause for disability
i. Results and impression from
clinical interview
ii.
Objective Assessment Instrument
d.
Optional Evaluation Aspects
e.
Documentation of functional impact
Procedures for
documenting other specific learning disabilities:
Normally, the difference
between the student's IQ and his achievement must be at least 1.5 standard
deviations and his achievement must fall below the average range of ability.
a.
Intellectual Assessment with IQ and sub-test scores reported
b.
Academic Achievement testing with standard scores and percentiles reported
c.
Testing of Information Processing appropriate for specific problem area
d.
Statement which rules out emotional cause for disability
Procedures for documenting a combined diagnosis of a specific learning
disability and attention deficit hyperactivity disorder:
a. The
appropriate tests for the specific learning disability listed above and
b. A
continuous performance test from those listed above
3. The
student’s documentation is reviewed by a licensed psychologist hired by Hampden
Sydney as a learning disabilities consultant. The College’s psychologist may
require that the student undergo additional testing to identify the student’s
specific learning disability clearly. The College reserves the right to review
all documents for relevance, reliability, and thoroughness of data, and to
require further testing if deemed necessary. If the documentation warrants, the
consultant suggests appropriate academic accommodations in accordance with the
College’s learning disability policy.
4. The
suggested academic accommodations are presented to the student in writing and
are reviewed with the student by the Associate Dean for Academic Support and/or
the learning disabilities consultant. The student and the Associate Dean develop
a plan for success.
5. Copies of the learning disability documentation and the consultant’s
recommendations will then be forwarded to the Dean of the Faculty for review.
6. The Dean of the Faculty will send a letter to the student authorizing the
academic accommodations specific to that person’s need. (The student picks up
this letter from the Associate Dean for Academic Support.) A copy of the
accommodations letter is sent to the student’s academic advisor.
7. The student is responsible for showing the letter
to his professors.
Procedures for documenting an undiagnosed learning disability:
1.
If a student has not yet been diagnosed with a learning disability, the
student may be referred to the Office of Academic Success by a professor, an
advisor or counselor, or by self-referral. If testing appears warranted, the
student arranges for the necessary diagnostic testing to be done by an
appropriate professional diagnostician. The College does not provide diagnostic
services.
2. The procedure then follows Procedures for Learning Disability
Documentation, steps three through six as outlined above.
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Revision approved by Provost & Dean of the
Faculty on December 20, 2007
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