Identification of Learning Disability
In identifying a learning disability, the University of Washington generally follows the approach of Title 392, Chapter 171 of the Washington Administrative Code. According to Title 392, chapter 171, Section 406 (which applies to public schools in the state but is not binding on the University), a learning disability is indicated by:
Serve discrepancy between the student's intellectual ability and academic achievement in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematics calculations and mathematics reasoning.
A disability which is the result of visual or hearing problems, motor handicaps, mental retardation, behavioral or emotional disturbance, or environmental, cultural or socio-economic factors is not a learning disability for the purpose of this policy. Note, a student with a documented disability other than a learning disability, may be entitled to reasonable accommodations for that disability.
Diagnosis of Learning Disabilities
The tests used in the diagnostic reports must be administered by a licensed psychologist and must meet the criteria listed in the appendix. Minimally, domains to be addressed include but are not limited to:
- aptitude (such as the WAIS-R)
- achievement
- information processing
- memory
- general psychological evaluation (e.g., diagnostic interview or structured personality inventory)
Each diagnosis of learning disability must contain the names and results of tests (including raw test scores and protocols), specify the nature and effects of the learning disability upon university-level strategies and accommodations. The evaluator must address the student's ability to function effectively in a university environment (e.g., ability to focus on assignments, organize one's time, attend class, work in groups and alone, do independent research, and take projects to completion).
The diagnostic report is to be used for two purposes: 1) to document the existence, nature, and extent of the learning disability and 2) to identify reasonable accommodations. Learning assessments should be the most recent available and must not be more than three years old. Learning assessments shall be based on adult-level learning. Assessments made at the student's elementary or junior-high level, for example, do not qualify as a acceptable documentation of a learning disability because they do not reflect adult capabilities or the academic demands of higher education.
If the diagnostic report does not include recommendations for accommodation, Disability Support Services (DSS) may request permission from the student to contact the licensed psychologist for recommended accommodations. At its cost, the University may obtain an opinion, re-evaluation, or both from a licensed psychologist of the University's choice.
On a case-by-case basis, DSS and other University of Washington disability specialists will work with the otherwise qualified student with a disability to identify reasonable accommodations. The University shall make reasonable accommodations unless they fundamentally alter the nature of the University's curriculum, pose an undue financial or administrative burden on the University, or otherwise constitute an undue hardship. A student's requested accommodations will be considered, but the University will make the final determination on whether the requested accommodations are reasonable under Washington State Law Against Discrimination, the Americans with Disabilities Act of 1990, the Rehabilitation Act of 1973, and RCW 28B.10.910-914 (the Washington State Core Services Law of 1994).
DSS shall attempt to find alternate accommodations in cases where the preferred accommodation of an otherwise qualified student with a disability is not made. If DSS is unable to identify accommodations that do not impose an undue hardship, DSS will refer the request to the ADA Coordinator for review. If a student is not satisfied with an alternative accommodation offered by DSS, the student may request a review by the ADA Coordinator. Requests for review of accommodations may also be made by faculty members. Faculty members disagree with requirements to make accommodations may also request a review by the ADA Coordinator.
As part of the review, the ADA Coordinator may consult with others. If no reasonable accommodation is identified, the ADA Coordinator will so notify the Vice President for Student Affairs or the appropriate academic dean, who will review the matter and prepare a written report of the reasons for the denial of accommodation. DSS will retain one copy of this report and provide the student with another.
Requirements for Diagnostic Tests for Learning Disabilities
Tests used to assess the student's intellectual ability and academic achievement shall be: (a) current; (b) reliable as demonstrated by reliability coefficient of .85 or above; (c) normed on representative national samples; and (d) individually administered and interpreted by a licensed psychologist in accordance with the standardized procedures described in the test manuals. Assessment materials, procedures, and instruments used for the purpose of assessment and placement shall be selected and administered so as not to be racially or culturally discriminatory. All tests and other evaluation materials shall have been validated for the specific purpose for which they are used and shall accurately reflect whatever factors the tests purport to measure.