Maintained by drc@ucsc.edu

UNIVERSITY OF CALIFORNIA GUIDELINES
For Assessment and Accommodation of Students with Learning Disabilities

A. COMPREHENSIVE TESTING:

1. Aptitude:  Wechsler Adult Intelligence Scale-III (WAIS-III) with subtest scores, and/or the Woodcock-Johnson-III (W-J-III) Tests of Cognitive Ability-Extended
2. Achievement:  Woodcock-Johnson III (W-J-III) Tests of Achievement-Extended
3. Information Processing:  Wechsler Adult Intelligence Scale-III (WAIS-III) Subtests or the Woodcock-Johnson III (W-J-III) Tests of Cognitive Ability

• Other supplementary batteries or subtests, as appropriate, might also provide helpful information.

B. CURRENT ASSESSMENT:

Because the provision of all academic accommodations is based upon a current diagnosis and evaluation of the related current impact upon academic performance, the assessment should have been conducted no earlier than three (3) years prior to the student's initial request for disability-related services at the University.

C.  CURRENT DIAGNOSTIC REPORTS:

1. The assessment must be completed by a licensed educational or clinical psychologist, certified educational therapist or certified learning disability specialist. The professional must have expertise in learning disabilities with training in cognitive assessment, and be experienced in working with adults diagnosed with learning disabilities (LD). Assessments must be conducted by a neutral, independent unbiased professional and not a family member, relative or close personal friend of the student being assessed. The diagnosing professional's name, title, signature and license number (if applicable) must be included on letterhead stationery. Verification of the professional’s credentials, certification and/or licenses may be requested.
2. The report must include a written summary of educational, medical, family history and behavioral observations.
3. The report must include test scores/data, testing procedures followed, interpretation of test results and dates(s) of testing.
4. The report must clearly specify/describe intracognitive and/or cognitive-achievement discrepancies.
5. The report must state how the disability interferes with the student's ability and skills in the educational environment, clearly indicating functional impact/limitations on academic performance.
6. The report may include recommendations for academic accommodations. University academic accommodations and support services are not intended to remediate but rather, to provide students equal access by compensating for current limitations related to disability. While the assessor may recommend academic accommodations or support services, the determination of appropriateness in this educational environment is determined by the UCSC Disability Resource Center professional staff.