Guidelines for Documentation of Learning Disabilities
Furman University is committed to ensuring equal access for
persons with disabilities in accordance with the Americans with
Disabilities Act (ADA). Students who wish to obtain accommodations for
a disability must submit documentation of the disability to the
Disability Services office. It is the responsibility of the student
with a disability to obtain and pay for this documentation.
The purpose of the documentation is twofold. First, it must
establish that the student is a person with a disability. The
documentation must also provide a rationale for authorizing reasonable
accommodations. The purpose of accommodations is to allow equal access
for the student with a disability.
Accommodations should be appropriate to a student’s current level of
functioning. In general, the evaluation should be conducted within
three years of the date of request for services. Exceptions may be
made in the case of a disability of a permanent and unchanging nature.
If the disability is less stable, more frequent updates may be
required. Although the underlying processes involved in learning
disabilities may be life long, there may be changes in functioning
within an academic setting over time. As a general rule, it is
appropriate to re-evaluate these conditions periodically in order to
adjust the accommodations to current needs.
Documentation for learning disabilities must meet the following
criteria. Please note that an Individualized Education Plan (IEP) does
not generally provide enough information to meet these documentation
guidelines. It will be accepted as supplemental information.
Criteria for Documentation
All documentation should be sent to:
Documentation should reflect the student’s current level of functioning and should generally be less than three years old.
- Documentation should be provided by a licensed professional
(e.g., psychologist or psychoeducational specialist) who is
qualified to diagnose the type of condition for which
accommodation is being requested. The practitioner should not be
related to the person being evaluated.
- Reports should be typed on letterhead, dated, and signed by
the evaluator. Documentation on prescription pads will not be
- Documentation must include a clearly stated diagnosis of the disabling condition.
- Documentation must include a detailed description of the tests or procedures used to establish the diagnosis.
- Documentation must include a psychoeducational evaluation
that demonstrates current substantial limitations in learning.
The evaluation should include:
- a summary of a comprehensive diagnostic interview,
including a history of relevant medical, developmental, and
- comprehensive assessments of:
- general intellectual ability (IQ)
- specific components of information processing
- academic achievement
- Screening instruments are not acceptable as the sole measure used in any area.
- Test results should include all standard scores obtained and results for all subtests.
- Report should provide evidence that the evaluator has ruled out
alternative explanations such as poor motivation, inadequate study
skills, ineffective instruction, cultural or language barriers, etc.
- Documentation must include a clear description of the
functional limitations resulting from the learning disability, as
well as a description of the impact of medications or other
- Documentation should include recommendations concerning accommodations needed in an academic setting.
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3300 Poinsett Highway
Greenville, SC 29613