Students requesting accommodations on the basis of a specific learning disability are required to provide diagnostic documentation from a licensed clinical professional familiar with the history and functional implications of their respective disabilities. In general, it is not acceptable for such documentation to include a diagnosis or testing performed by a member of the student's family. Additionally, students requesting accommodations for the manifestations of multiple disabilities must provide evidence of all such conditions. Specifically, students requesting accommodation on the basis of a specific learning disability must provide documentation which includes, but is not restricted to, the following:

1. A diagnostic interview including a description of the presenting problem(s); developmental, medical, psychosocial and employment histories; family history (including primary language of the home and the student's current level of English fluency); and a discussion of comorbidity where indicated.
   
   
2. An assessment of global intellectual functioning as measured by the Wechsler Adult Intelligence Scale-Revised (WAIS-R) with standard scores and scaled scores in table format of subtests.
   
   
3. The Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability to corroborate the functional limitations attributable to the diagnosis, and for which academic accommodations are being requested. The standard scores, standard deviations, and percentiles of each subtest and test cluster are required in table format.
   
   
4. A comprehensive academic achievement battery (e.g., Woodcock-Johnson Psychoeducational Battery- Revised: Tests of Achievement) with all standard scores, standard deviations and percentiles reported in table format for those subtests administered.
   
   
5. A specific diagnosis which conforms to the 4 diagnostic criteria for a specific learning disability (see question 2).
   
   
6. A clinical summary which: (1) indicates the substantial limitations to major life activities posed by the specified learning disability, (2) describes the extent to which these limitations impact the academic context for which accommodations are being requested, (3) suggests how the specific effects of the learning disability may be accommodated, and (4) states how the effects of the learning disability are remedied by the recommended accommodations.
   
   
7. The report should be on letterhead, dated, signed and include the name, title, and professional credentials of the evaluator, including information about license or certification.