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Instructions for Student:
Any qualified student with a
disability requesting reasonable accommodations at UW-La Crosse, will
need to:
1. Make an appointment to meet
with an advisor in the Disability Resource Services office to
complete an intake assessment.
(Intake Process)
2. Present formal documentation
of your disability at the intake assessment; or make the necessary
arrangements to have your documentation mailed, faxed, or hand-delivered
to the Disability Resource Services office:
June Reinert,
Director
(608) 785-6900 Voice/TTY
University of Wisconsin – La Crosse
(608) 785-6910
FAX
Disability Resource Services
ability@uwlax.edu
165 Murphy
http://www.uwlax.edu/drs
La Crosse, WI 54601
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Instructions for Diagnosticians,
School Psychologists, and other professionals:
1) Your diagnosis of
disability should be clearly stated.
DSM-IV Diagnostic notation or ICD-9 nomenclature should be included in the
report.
2) Each Diagnosis should
be accompanied by supporting testing, or studies.
Documentation of ADD/ADHD should be within the past 3 years. (See
guidelines for documentation of Psychological disabilities and ADD/ADHD)
3)
Learning Disability assessment reports MUST include:
(See guidelines
for documentation of learning disability)
- An IQ Test and an Achievement Test; both
administered at the adult learning level.
- WAIS-R (In Lieu of a WAIS-R, two WISC-III tests
that are correlated within 15 IQ points of each other may be
acceptable.)
- Woodcock Johnson or Woodcock Johnson-R. (The WRAT-R
and the WRAT-III tests are not comprehensive measures of achievement and
therefore are not appropriate for
documentation.)
- Exact instruments used, test results (including
subtest score data), written interpretation of the results, name,
title, and professional credentials of the evaluator, and the dates of
the testing.
- Clear and specific evidence which identifies
specific learning disabilities and reflects the individual's present
level of adult functioning in processing and intelligence, as well as
achievement.
Please Note:
IEP's or ITP's, and 504 Plans do not meet documentation requirements,
but may be included as part of a more comprehensive assessment battery
as described in this document. Additionally, individual "learning
styles", "learning differences" and "academic problems" in-and-of
themselves do not constitute a learning disability.
4)
Disability Verification for Students with Psychological Disorders or
Attention Disorders (e.g. ADD/ADHD).
(See guidelines for
documentation of PSY/ADHD)
Eligibility criteria for disability-related support
services at the University of Wisconsin-La Crosse includes:
1.
Verification of diagnosis and severity of disabling condition from
qualified treating professional (e.g. psychiatrist for ADD/ADHD,
psychologist or psychiatrist for other psychological disorders) provided
by the student.
2.
Detailed description of how this impairment significantly limits a
major life activity in an educational setting.
To ensure the provision of reasonable and appropriate
services for students with psychological or attentional disorders at the
UW-La Crosse, current and comprehensive documentation of their
disability is required. This documentation should include
information from which the diagnosis was made, a description of the
student’s functional limitations in an educational setting, the severity
(e.g. use of Global Assessment of Functional Scale Score) and longevity
of the condition, a description of the effectiveness of current
treatment, and recommendations for additional treatment/assistance.
5) Verification and Documentation
of Physical, Sensory, and Health-Related Disabilities
A student with a physical, sensory, or
health-related disability is to provide documentation verifying a
disabling condition by a licensed health care professional who is
qualified in the diagnosis of the disability and is currently or
recently associated with the student. The diagnosis must reflect
the student’s present level of functioning of the major life activity
affected by the disability. The student must present the verified
documentation to the Disability Resource Services Office prior
to obtaining accommodations and services. The cost of obtaining
the professional verification is the student’s responsibility.
If the initial verification is incomplete or
inadequate to determine the present extent of the disability and/or
appropriate accommodations, the Disability Resource Services Office will
request supplementary documentation or an assessment of the disability.
The cost of the supplementary documentation or assessment is the
responsibility of the student.
Each student's documentation
will be evaluated on a case-by-case basis. Following these guidelines
will ensure proper consideration of each student's individual situation
in the most timely manner.
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Intake Process:
Process For Receiving Academic Accommodations:
The following procedures
identify the process for the student and the office of Disability
Resource Services (DRS):
Student must complete
initial intake interview with an advisor in the DRS office and sign a
release form.
The intake process includes initial interviews, information gathering,
assessment and a determination of eligibility, and if eligible, the
development of a person-centered Accommodation Request Form. During this
process, the applicant will be provided with information and advice
about the nature and availability of services provided by Disability
Resource Services and by other agencies in the community.
Student must provide the DRS with documentation of a
disability, which verifies the need for accommodations. This
information is confidential and will be kept in separate file from
regular student file. (See documentation policy below.)
Procedure for Documentation of Disability
Students who are seeking
support services on the basis of a diagnosed disability may be required
to submit documentation to verify eligibility. Documents of a condition
must originate from a professional diagnostician. Information may be
necessary from physicians, psychologists, psychiatrists, audiologists,
nurse practitioners, etc. This information may be obtained through
third party sources, such as schools, vocational rehabilitation
agencies, Veterans Administration, etc.
Assessment to
determine eligibility shall be performed within 60 days following the
initial intake interview. Where any delay would expose the applicant to
unnecessary risk to his or her health and safety, every attempt will be
made to complete the process in a shorter time.
Assessment may
include the following:
-Collection and review of available historical and
diagnostic data;
-Provision or procurement of necessary tests and
evaluations;
-Summarization of developmental levels and service
needs.
Each intake case
record shall include a psychological evaluation or developmental
assessment and medical information.
The involvement
of other specialists and/or consultants may be considered in the
assessment process, dependent upon the type of disability, the age of
the consumer and the developmental needs.
If the applicant
is determined to be eligible, accommodations will be discussed and
Accommodation Request forms will be filled out.
If the applicant
is determined not to be eligible, a discussion on the reasons for the
finding of ineligibility will be conducted. Appropriate referrals to
alternative resources will be suggested.
This
information shall be kept in a confidential file in the Disability
Resource Services office and will only be used to develop appropriate
academic accommodations and adjustments and in supporting a student's
progress at Highline Community College. The responsibility and cost for
providing professional documentation shall be borne by the student.
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See guidelines for specific documentation required:
Learning Disability
Do I Have A Learning Disability? (article)
ADD/ADHD & Psychological Disabilities
Emotional Disability
Visual Impairment
Hearing Impairment
Physical Disability
Temporary Disability,
which may cause interference in a student's ability to participate in
programs, services and activities for an extended period of time, will
be treated on a individual basis. The policy for disability
documentation will apply the same, however, the information will need to
be current in order to support the need for accommodation/adjustments.
Director of Disability
Resource Services or staff will provide student with basic information
regarding Disability Resource Services.
Upon completion of initial
interview, signing of release forms and collection of documentation, the
representative of Disability Resource Services will work out an agreed
upon accommodation plan with the student. This accommodation plan will
include the recommended accommodations, and will be signed by the
representative of Disability Resource Services.
Support services in this
plan are determined on an individual need basis and are re-evaluated
each semester. Support services may include one or more of the
following:
- Interpreter
- Use of assistive technology
- Reader
- Classroom access
- Scribe
- Alternate testing
- Large print
- Taped/scanned books (e-text)
- Orientation to Campus
- Note taker
-
Early access registration
Student will be
given instructions on the process for securing each accommodation, which
shall cover the student's and Disability Resource Services
responsibility for acquiring and implementing accommodations.
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Physical and Systemic Illness
A student with a
physical, sensory, or health-related disability is to provide
documentation verifying a disabling condition by a licensed health care
professional who is qualified in the diagnosis of the disability and is
currently or recently associated |with the student. The diagnosis must
reflect the student’s present level of functioning of the major life
activity affected by the disability. The student must present the
verified documentation to the DRS office prior to obtaining
accommodations and services. The cost of obtaining the professional
verification is the student's responsibility.
If the initial verification is incomplete or
inadequate to determine the present extent of the disability and/or
appropriate accommodations, the DRS office will request supplementary
documentation or an assessment of the disability. The cost of the
supplementary documentation or assessment is the responsibility of the
student.
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All students who desire special consideration because
of a disabling condition are required to present evidence of
the disability to DRS as a part of a request for Accommodation.
The student’s DRS Accommodation Request form should be considered
adequate proof of disability by faculty/staff. Specific
limitations or special needs information from the student’s file will be
made available as it pertains to the teaching role.
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Learning
Disabilities Documentation Criteria
It is the
policy and practice of the University of Wisconsin-La Crosse to comply
with the Americans with Disabilities Act, Section 504 of the
Rehabilitation Act, and state and local requirements regarding
individuals with disabilities. Under these laws, no qualified
individual with a disability shall be denied access to or participation
in services, programs and activities of the University of Wisconsin- La
Crosse. Academic accommodations are provided to students with
documented learning disabilities so that these students are viewed
according to their abilities, not disabilities.
A learning
disability is generally defined as a significant discrepancy between
achievement and ability with intra-cognitive discrepancies not
attributable to other handicapping conditions or to environmental
deprivation. Documentation for learning disabilities is required
for special admissions consideration and academic adjustments and is
provided at the student’s
expense.
The
following documentation criteria are used to identify qualified
individuals with learning disabilities for special admissions
consideration and to determine disability-related support services.
Documentation
verifying a learning disability shall:
1.
Be prepared by a professional qualified to diagnose a learning
disability, (e.g. a licensed psychologist, learning
disabilities specialist, neuropsychologist). Collaborating with
speech and language clinicians, reading specialists and other
educational professionals may be appropriate and necessary for a
comprehensive assessment of a student’s needs, however these
professionals are not generally considered qualified to diagnose a
learning disability.
2.
Include results of clinical interview with the individual and
descriptions of the testing procedures, instruments used, test
and sub-test results reported in standard scores as well as percentile
rank and grade scores where useful, interpretation and recommendations
on data gathered.
3.
Be comprehensive and include test results in the following areas:
intelligence, reading, mathematics, spelling, written language, language
processing and cognitive processing skills. Testing should
carefully examine areas of concern/weakness as well as areas of
strengths so a complete profile of an individual’s learning is
developed.
One test
alone is not acceptable for the purpose of diagnosis. The test report
shall include a DSM-IV notation based on intake interview and testing
results. Minimally, areas to be addressed must include, but not be
limited to:
·
Aptitude. Testing must have been administered at
the adult learning level. The Wechsler Adult Intelligence Scale-Revised
(WAIS-R) with sub-test scores is preferred. In lieu of a WAIS-R, two
Wechsler Intelligence Scale for Children-III (WISC-III) tests correlated
within 15 IQ points of each other may be acceptable.
·
Achievement. Current levels of functioning in
reading, mathematics, and written language are required. The
Woodcock-Johnson Psycho educational Battery-Revised is preferred. The
WRAT-R and the WRAT-III (Wide Range Achievement Test) are NOT
comprehensive measures of achievement and therefore are not appropriate
for documentation purposes.
·
Information Processing. Specific areas of
information processing , short and long-term memory;
sequential memory; auditory and visual perception/processing;
processing speed) must be assessed.
4.
Include a clear diagnostic statement based on the tests’ results
and personal history.
·
Present clear and specific evidence, which identifies
specific learning disability and reflects the individual's
present (adult) level of functioning. That is, processing and
intelligence, as well as achievement in written expression,
writing mechanics and vocabulary, grammar and spelling, reading
comprehension and rate. (Individual learning styles and learning
differences in-and-of themselves do not constitute a learning
disability.)
·
Include in the report, the exact instruments used and
procedures followed to assess the learning disability. Report shall
include: test results (including sub-test score data), a written
interpretation of the results by the professional doing the evaluation,
name, title, and professional credentials of the evaluator and date(s)
of testing.
·
Provide sufficient data to support the request for the
particular academic adjustment. Requests which are not supported by
documentation may not be provided without additional adequate
verification.
5. In general, be dated no more
than three years prior to admission or request for services.
(Historical documentation of disability provides useful information,
however it alone may not be used for special admissions purposes or to
determine service eligibility).
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Assessment Tools Guidelines:
Selection of test instruments should be individually
tailored to answer the referral issues of the client. Instruments
should, to the extent possible be normed on an age, educational and
culturally appropriate sample. The domains of
intelligence, academic achievement and cognitive processing should all
be assessed when a diagnosis is to be made. The
following instruments are examples of tests that would be considered
appropriate for use in the diagnosis of a learning disability in adults:
Wechsler Adult Intelligence Scale-Revised (WAIS-R),
Woodcock-Johnson Psycho educational Battery-Revised,
Cognitive and Achievement Sections,
Halsted-Reitan Neuropsychological Test Battery for
Adults,
Nelson-Denny Reading Test.
This list is not intended to be exhaustive or to
restrict assessment in other pertinent areas. Other tests may be
deemed appropriate based on the presenting issues of the individual.
The referral issues presented by the student should guide
the assessment. However, it is not appropriate to base a diagnosis
on the results of one test in a single domain.
Accommodations and academically-related services for
students with learning disabilities are designed to accommodate
a perceptual disorder which impairs the student’s ability to acquire,
process, or communicate information. They are not designed to
provide remediation. Accommodations and services are determined
based on the specific nature of the learning disability and are provided
based on the collaboration between the student, Disability Resource
Services staff and, in many cases, with the faculty teaching the courses
in which the student is enrolled. Each academic accommodation is
determined on an individual basis and made available to the extent that
is does not compromise the academic integrity of the student’s program.
Questions regarding learning disability documentation
and assessment procedures can be addressed by members of the Disability
Resource Services Staff.
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Attention
Deficit/Hyperactivity Disorder (ADHD or ADD)
Eligibility criteria
for disability-related support services includes:
1.
Verification of diagnosis and severity of disabling condition from
qualified treating professional (e.g. psychiatrist for ADD/ADHD,
psychologist or psychiatrist for other psychological disorders) provided
by the student.
2.
Detailed description of how this impairment significantly limits a
major life activity in an educational setting.
(Disability Verification for Students with Psychological Disorders or
Attention Disorders (e.g. ADD/ADHD)
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Psychiatric/Psychological
Disorders
Eligibility criteria for disability-related support services at UW-L
includes:
1.
Verification of diagnosis and severity of disabling condition from
qualified treating professional (e.g. psychiatrist for ADD/ADHD,
psychologist or psychiatrist for other psychological disorders) provided
by the student.
2.
Detailed description of how this impairment significantly limits a
major life activity in an educational setting.
3.
Current documentation. It should be no older than six months or the
test-taker should provide a letter from a medical expert giving an
update of the diagnosis.
4.
Relevant information regarding medications expected to be used
during a test and the anticipated impact on the test-taker.
5.
Relevant information regarding the current treatment.
6.
A specific request for accommodations with accompanying rationale.
To ensure the
provision of reasonable and appropriate services for students with
psychological or attentional disorders at UW-L, current and
comprehensive documentation of their disability is required. This
documentation should include information from which the diagnosis was
made, a description of the student's functional limitations in an
educational setting, the severity (e.g. use of Global Assessment of
Functional Scale Score) and longevity of the condition, a description of
the effectiveness of current treatment, and recommendations for
additional treatment/assistance.
(Disability Verification for Students with Psychological Disorders or
Attention Disorders (e.g. ADD/ADHD)
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Disability Verification for Students with
Psychological Disorders
or Attention Disorders (e.g. ADD/ADHD)
Eligibility criteria for disability-related support
services at the University of Wisconsin-La Crosse includes:
- Verification of diagnosis and severity of
disabling condition from qualified treating professional (e.g.
psychiatrist for ADD/ADHD, psychologist or psychiatrist for other
psychological disorders) provided by the student.
- Detailed description of how this impairment
significantly limits a major life activity in an educational setting.
To ensure the provision of reasonable and appropriate
services for students with psychological or attentional disorders at
the UW-La Crosse, current and comprehensive documentation of their
disability is required. This documentation should include
information from which the diagnosis was made, a description of the
student’s functional limitations in an educational setting, the severity
(e.g. use of Global Assessment of Functional Scale Score) and longevity
of the condition, a description of the effectiveness of current
treatment, and recommendations for additional treatment/assistance.
This information may be provided by addressing the
following questions regarding:
__________________________________________________________
(name of client)
1.
DSM-IV Diagnosis.
2.
Date of Diagnosis.
Last Contact with Student.
3.
Current Global Assessment of Functioning (GAF) Scale Score.
4.
What instruments/procedures were used to diagnose the psychological
disorder?
5.
Describe symptoms which meet the criteria for the diagnosis with
approximate date of onset.
6.
In order for our staff to determine the impact of this student’s
disorder on academic activities such as exam-taking, note taking and
concentrating, please describe what major life activity(s) is impacted
by this disorder as well as how significant this impact is. Please
identify if you’ve observed this directly or would anticipate it
occurring in an educational setting.
7.
What measures (formal and informal) were used to assess the
educational impact of the psychological condition or ADD/ADHD?
8.
Recommendations regarding effective academic accommodations to
equalize this student’s educational opportunities at the post-secondary
level include: (describe the services or accommodations in exam
administration, classroom or study activities or course requirement).
9.
Is this student currently taking medication? If so, what is
the medication?
10.
Does the medication need to be monitored locally?
11.
With appropriate treatment (e.g. counseling, medication, etc.),
does this student continue to need the above services or accommodations?
If so, why?
12.
In addition to the diagnostic report and educational assessment,
please attach any other information relevant to this student’s academic
needs.
Signature:__________________________________________________
Print Name and Title:
___________________________________________________________
License #:
___________________________________________________
Address:
____________________________________________________
___________________________________________________________
Phone:
______________________________________________________
Date:
____________________________________________________________
Return this information on your official letterhead
to:
June Reinert,
Director (608) 785-6900 Voice/TTY
University of Wisconsin – La Crosse (608) 785-6910
FAX
Disability Resource Services ability@uwlax.edu
165 Murphy
http://www.uwlax.edu/drs
La Crosse, WI 54601
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La Crosse Area
Resources:
Community Link: A resource guide for adults with disabilities in La
Crosse County
http://www.co.la-crosse.wi.us/human%20services/community_link_html.htm
La Crosse Net.com: The Answer Book
Find answers to Frequently Asked Questions about living in the Coulee
Region
HEALTH CARE
Key numbers of hospitals and clinics, along with health department
contacts.
http://www.lacrossenet.com/answerbook/Healthcare.php
Adult Learning
Disabilities Section,
Gundersen Lutheran, 1836 South Avenue, La Crosse; 782-7300, extension
2635
Patient
Service Representative,
Gundersen Lutheran Medical Center, 1836 South Avenue, La Crosse;
775-5994
Department of Behavioral
Healthh
La Crosse, WI 54601
Phone: 1-800-362-9567, ext. 2287 or ext. 3939
http://www.gundluth.org/web/ptcare/bhvhlth.nsf
Hours:
Monday - Thursday: 8
a.m.-8 p.m., Friday: 8 a.m.-5 p.m.
Aging and Disability Resource Center of La Crosse
County, 300 North 4th Street, La Crosse; 785-5700 or
1-800-500-3910, TTY 785-9787, E-mail:
adrcntr@co.la-crosse.wi.us
Behavioral Health, Franciscan Skemp Healthcare
Outpatient services at 212 11th Street South, La Crosse, (608) 791-9781
Linda Dunaway PhD, James F. Hobart PhD, Ronald L. Malzer PhD, Charles M.
Moore PsyD Appointment Information
(608) 791-9781
Diane Radisewitz-Rommes PhD, CCS-G, Appointment
Information 608-791-9555
Franciscan
Skemp Healthcare
··
La Crosse Campus Medical Center, 700 West Ave. S., La Crosse, Wis. 54601
Phone: (608) 785-0940.
·
La Crosse Campus Clinic, 800 West Ave. S., La Crosse, Wis. 54601.
Phone: (608) 782-9760. Hours: 8 a.m.-5 p.m. weekdays
Walk-in Clinic (10th Street entrance) open 7 a.m.-9 p.m. weekdays, 9
a.m.-9 p.m. Saturdays
10 a.m.- 9 p.m. Sundays.
·
Family
Health Clinic, 815 S. 10th St., La Crosse, Wis. 54601.
Phone: (608) 784-6648. Hours: 8 a.m.-5 p.m. weekdays.
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Additional Resources
Learning Disabilities:
·
Learning Disabilities Association of America
·
ABC’s of LD/ADHD
·
Adult Issues: LD in Depth
·
LD Info: LD Pride
·
National Center for Learning Disabilities
·
LEARNING DISABILITIES AND ADULT EDUCATION
·
Learning Disabilities Information & Education Center
·
The Instant Access Treasure Chest: The Foreign Language Teacher’s
Guide to Learning Disabilities
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ADHD:
·
National Attention Deficit Association
·
Attention Deficit Disorder Resources
·
Diagnostic Testing for ADD/ADHD for Adults and Children
·
National Institute of Mental Health: Attention Deficit Hyperactivity
Disorder
·
Adult Attention Deficit Disorder:
Baltimore, Maryland
·
ATTENTION DEFICIT HYPERACTIVITY DISORDER, by Dr. Saul Greenberg
·
Online Dictionary of Mental Health
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CAP Services: TRICARE
Providing the appropriate accommodation for people with disabilities will
ensure productivity and inclusion. The first step is to become familiar
with the disability in order to determine what accommodations people
need to increase efficiency in the workplace.
Tables to Aid in the Interpretation of the
Woodcock Johnson - Revised Cognitive Battery, Ron
Dumont Ed.D, NCSP, John O. Willis Ed.D., Joe Janetti, NCSP.
http://alpha.fdu.edu/psychology/WJR_tables_to_aid_interp.htm
Classroom Performance Below Intelligence Level Expectations caused by
Impaired Skills caused by A Psychological,
Cognitive Deficit equals A Learning Disability, Marc D. Lewkowicz
Ph.D., clinical and neuropsychologist, is the LDA-CA Governmental
Affairs CYA (California Youth Authority) Representative.
DO I HAVE A LEARNING DISABILITY? (article)
Accommodations you may qualify for and the documentation required
Assessment for Adults with LD, Kathleen Ross-Kidder,
Ph.D., The George Washington University
Assessing Children for the Presence of a Disability,
A publication of the National Information
Center for Children and Youth with Disabilities
Tests and Measurements for the Parent,
Teacher, Advocate & Attorney, by Peter W. D. Wright, Esq. and Pamela
Darr Wright, M.A., M.S.W., 2001
http://www.wrightslaw.com/advoc/articles/tests_measurements.html
How would life change with the right diagnosis and treatment?
by Cathy Jantzen (ADHD & medication)
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Disability Resource Services:
http://www.uwlax.edu/drs
If you have questions or comments about Disability Resource Services,
please e-mail the Director:
June Reinert.
Last update:1/03
Assessing Individuals With Disabilities:
Ramifications of the
Americans With Disabilities Act
Deborah W. Newsome, M.A.Ed., NCC
University of North Carolina at Greensboro
The Americans
With Disabilities Act, a monumental piece of legislation, was passed in
1990 for the purpose of reducing discrimination and making everyday life
more accessible to the over 43 million people in the United States with
impairments. Under the ADA, it is discriminatory to use selection
criteria that tend to screen out disabled individuals. Consequently,
included in the legislation is the requirement that disabled individuals
be assessed using "reasonable accommodations". This requirement has
implications for all aspects of the assessment process, including test
development, selection, administration, and interpretation (Fischer,
1994).
The goal of
reasonable accommodation in testing is to level the playing field by
making it possible for examinees with disabilities to understand and
respond to what is being asked (Fischer, 1994). When accommodations are
provided, efforts also must be made to insure that the test yields
results that are valid, fair, and reliable.
Test developers
and administrators have addressed the issue of accommodation in a number
of ways. What constitutes a "reasonable accommodation" depends upon the
nature of the disability and the circumstances of the assessment
(Geisinger & Carlson, 1995). Two broad methods of accommodation include
selecting alternative measures of assessment and modifying the measures
that are already available (Smith, 1998).
Smith (1998)
advocates the use of alternative measures that minimize the impaired
skills whenever feasible. For example, in testing the reading
comprehension of a student with expressive language problems, the
examiner can consider which of the already-normed available tests
measure comprehension without involving oral expression. An appropriate
selection in this instance might be the Peabody Individual Achievement
Test-Revised (PIAT- R). It is incumbent upon the examiner to be aware of
the different instruments available to measure specific abilities
(Smith, 1998).
When there are no
alternative instruments, t e examiner must evaluate whether or not
available measures can be modified to accommodate the individual's
particular disability while still providing a valid measure of ability
or skill. Modifications can be made in test format, time limits, and
test content. A change in format refers to the use of a different medium
or method to present the same information, such as large print, Braille,
or audiotape. Changes in time limits often accompany changes in format,
or may exist alone as a specific modification. Changes in test content
can include changing individual test questions, changing the
question-type, and changing or deleting the measurement of a specific
knowledge, skill, or ability.
Professional
judgment on a case-by-case basis is needed to determine the
appropriateness of a specific accommodation (Fischer, 1994). When
considering which modification to implement, the pros and cons should be
evaluated, then the least intrusive or disruptive one selected. Examples
of modifications that are less likely than others to affect the use of
normative comparisons include: (a) providing larger type, (b)
substituting Braille for written words when speed is not being measured,
(c) using a pointing device to point to a response, and (d) using a word
processor for tests measuring written expression (Smith, 1998). However,
when any modification is made to a norm-referenced test, results should
be interpreted cautiously, recognizing that modification can jeopardize
validity.
If an individual
with a disability is assessed under standardized conditions without
modifications, professional judgment must again be used when-
interpreting results. As stated in The American Counseling Association
(ACA, 1995) Code of Ethics and Standards of Practice, counselors are to
be "cautious in using assessment techniques, making evaluations, and
interpreting the performance of populations not represented in the norm
group on which an instrument was standardized" (P. 13). Thus, it is
important to consider whether or not validation studies have been
conducted using populations including individuals with the same
disability.
Some of the
documents providing guidelines for people who work with measurement and
assessment are in the process of revision. In particular, new guidelines
for assessing individuals with disabilities will be worded to insure
compliance with ADA. Among those documents under construction or
revision are the Standards for Educational and Psychological Testing,
The Rights and Responsibilities of Test-Takers, and the Multicultural
Assessment Standards: A Compilation for Counselors. Good assessment
practice dictates being aware of current professional guidelines,
exercising professional judgment, and demonstrating sensitivity to the
challenge of insuring equity in assessment for all individuals,
including those with disabilities.
References
American
Counseling Association, (1995). Code of ethics and standards of
practice. Alexandria, VA: Author.
Fischer, R. J.
(1994). The Americans with Disabilities Act: Implications for
measurement. Educational Measurement Issues, 13, 17-26.
Geisinger, K. F.,
& Carlson, J. F. (1995). Testing students with disabilities. (ERIC
Digest Publication No. 39-1984). Greensboro, NC: ERIC Digest.
Smith, D. S.,
(1998, January). The process for assessing individuals with disabilities
and making testing accommodations. Paper presented at the Assessment '98
Conference, St. Petersburg, FL.
Last update: May 3, 2001
Copyright 2001, Association for Assessment in Counseling, All Rights
Reserved
http://aac.ncat.edu/
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Classroom Performance Below Intelligence Level Expectations
caused by Impaired Skills
caused by A Psychological, Cognitive Deficit
equals A Learning Disability
Marc D. Lewkowicz Ph.D., clinical and
neuropsychologist, is the LDA-CA Governmental Affairs CYA (California
Youth Authority) Representative.
The first step in
the assessment of a reading problem is to determine if the reading level
is delayed in comparison to intelligence. There are several different
intelligence tests. The choice of which intelligence test to use should
be informed by the suspected area of disability. That is, an
intelligence test which allows for assessment in an area less affected
by the suspected disability should be used. Otherwise, the estimate of
intelligence will be contaminated by the disability and decision makers
will be possibly caught in a dilemma of what is the level of a student's
"real" intelligence. For example, the Wechsler series of intelligence
tests have two component scales which combine to make up the "Full Scale
IQ" score: a Verbal Scale and nonverbal (Performance) Scale. The student
with a language disability may score quite a bit lower on the Verbal
Scale, thus lowering the overall "Full Scale" score. On the other hand
simply using the Comprehensive Test of Nonverbal Intelligence may
substantially bypass the disability. Or, the Stanford Binet IV may allow
providing credit for an answer the youngster has difficulty expressing,
thereby providing a verbal intelligence score less dominated by
expressive-language difficulties.
It should be
realized however, that there is no way to entirely bypass a cognitive
disability. The brain functions as a unified organ and an injury in one
location more or less affects the quality of thinking in all other
areas. For example, the difficulty in sequential reasoning and memory
which is common to language disorders may affect the ability to reason
through a problem in constructing visual patterns. The student may
attempt to sequentially think through the steps of a complex problem
rather than rely on the innate intuition which might be sufficient for a
simple problem. It is just that the "spatial" problems rely less on
language or sequential processing skills than expressive-language tasks
or other verbal tasks. Any specific test places more or less demand on
particular skills but can never be assumed to be totally free of
influence from a particular disability.
Once an estimate of
intelligence is reached, it can then be used as a comparison for
measuring the severity of delay in reading development. The traditional
intelligence tests were developed to predict success in school and the
achievement test scales are almost always placed on a similar
measurement scale so the numbers should match with only slight
adjustments.
The test for the
assessment of reading level depends on the age of the child. Early
elementary children whose curriculum is mainly involved in learning
basic reading skills should be assessed in reading word mastery. The
ability to rapidly pronounce words is essential for a reading level
which can relied on for effortless reading. The Woodcock series reading
tests are widely used for this purpose and are very useful in this
regard. These tests require that a child correctly read a word within 5
seconds. In another subtest in the Woodcock series, the student is asked
to read "nonsense" words so that phonic mastery can be assessed
independently of "naming" a word which is visually recognized without
sounding out the word. In early grades, some children will have
memorized words without really mastering the phonic code; this leaves
them vulnerable to reading problems in later grades and ongoing spelling
problems. In the need to save time, examiners will often administer the
word reading list but not the nonsense word list thereby missing
diagnosis of early nonreaders who are simply memorizing words.
The objective in
choosing a test is to provide an objective, standardized assessment of
the skills needed for success in the classroom or curriculum. When an
older student is being asked to read, the youngster is expected to read
paragraphs or multiparagraph material. Therefore, an adequate reading
assessment must include paragraph reading material. Otherwise, the
student is not being assessed on the real requirements for success in
the classroom. Success in the task of reading a paragraph or longer
material in class or for homework depends on:
-
reading speed,
-
reading accuracy,
-
the ability to
sustain concentration while reading,
-
comprehension of the
material, and
-
retention of what is
read
A weakness in any of
these factors in reading will lower the likelihood of successful
reading. For example, the slow reader will tend to avoid reading because
it is too time consuming. Usually more than one reading test will be
needed to cover all these areas of reading. The Gray Oral Reading Test-3
measures oral reading speed, reading accuracy, short-term retention, and
comprehension. However, some students may be inhibited by the
requirement for oral reading and comprehension must be measured through
a test which allows for silent reading (such as the Kaufman Test of
Education Achievement). However, silent reading does not allow for an
assessment of reading accuracy or speed.
The Woodcock
Paragraph Comprehension test is not recommended as a measure for
paragraph comprehension as most items require reading only a single
sentence. If your student is unable to comprehend meaning at this level,
then the WJ-R Paragraph Comprehension test would be appropriate.
Students with language disorders are prime candidates for this test as
they often display difficulties in understanding the subtle meaning of
phrases and the meaning carried in sentence structure. However, a
paragraph reading test would still be in order to document difficulties
at each level of complexity so that all levels can be addressed in the
curriculum.
The next step in the
assessment process is to specify the underlying cause of the reading
problem. Often, an educated guess can be made on the basis of the
intelligence test and its component subtests. Often, separate tests will
have to be given to document that the impairment in reading is caused by
an impaired cognitive process. The underlying problem is often a
difficulty in sequential memory although sometimes inadequate hearing
discrimination of sounds is the cause. In other cases, memory for what
is seen or confusion in right-left directionality can be the culprit.
There may be many underlying causes but most can be assessed through the
testing process.
In many cases, an
attention disorder can impair reading. An attention disorder which is
inadequately treated can impair the rate of learning due to difficulties
in "working" memory. Working memory is the ability to hold information
in mind while you think and is considered to be a core problem for
attention disorders. Even with adequate treatment, an attention disorder
can also frequently cause disorganization in the expression of complex
ideas in writing or impairments in paragraph reading comprehension
through inadequate organization of ideas or impaired memory. Attention
disorder is an especially important cause of reading problems in
teenagers who have not been previously diagnosed with a reading disorder
in elementary school.
Sometimes, the
teacher reports grade-level reading even though all tests show the
student to be a deficient reader. You can ask that the school examiner
obtain a tape-recorded sample of reading of never previously read
material and a sample that the class has already covered. The reading
should be conducted with a awareness by the student that comprehension
questions will be asked so that effort to comprehend the material is
applied during the reading. You might also ask an independent reading
specialist to conduct this assessment and compare performance to
age-group expectations.
The student who has
been retained presents a problem for examiners. Is the examination to be
based on age-level or grade-level norms? Each basis of comparison has
its advantages and disadvantages. The retained student should be
compared to age-level norms as reading is less tied to specific academic
instruction than, say, arithmetic.
Much of learning is
self-teaching. The instructor in the classroom can only present a brief
exposure to material. A child's ability to learn in the classroom
environment depends on the ability to register what the teacher is
presenting and integrate that information into what is needed in the
reading development process.
Emotional problems
can interfere with learning. Often, emotional problems coexist with
learning disabilities. It is important to discriminate whether the
emotions cause the impairment in learning, are caused by the learning
impairment, or are present independent of the learning impairment. To
make this discrimination, a careful history and assessment is needed to
document the chronology of problems, the nature of the problems, and the
situations under which the difficulties are observed. It is useful to
document when symptoms are produced: only in the classroom or throughout
the student's life. Frequently the learning disabled child will be much
happier in the summer when not in school. Stomach aches and headaches
may occur only on school days. Symptoms which are caused by school
problems build up after school starts in September and usually occur
only on school days, often after school rather than before school, but
anticipatory anxiety can cause problems before school each day.
While it may be
tempting to rely on a standard set of reading tests, it is important to
use common sense in combination with technical expertise in assessing
learning disabilities. The professional can bring the technical
expertise to the assessment, but the parent can contribute common sense
to the assessment plan. Together, a more meaningful assessment can be
crafted.
Marc D. Lewkowicz
Ph.D., clinical and neuropsychologist, is the LDA-CA Governmental
Affairs CYA (California Youth Authority) Representative.
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DO I HAVE A LEARNING DISABILITY?
Most students wonder about
a learning disability or attention-deficit/hyperactivity disorder when
someone, such as a professor, parent, friend, relative, etc. usually
raises it as a possibility. Typically these students are
experiencing difficulty in school or work, and are unclear why after
making every effort, are not succeeding as they should. Learning
disabilities are an inherent, life-long condition that can affect
friendships, school, college, trade school or university, becoming
successful in business, the arts or in their chosen profession.
But, for many, these individuals have struggled, even though they are
intelligent, experiencing low self-confidence, feeling defeated, and
frustrated.
If you feel you may
benefit from a learning disability evaluation (also known as a psycho
educational evaluation), please consider coming to Disability Resource
Services (165 Murphy) for a screening appointment. This is a free,
first, consultation session where you can explore whether a learning
disability evaluation is appropriate for you.
Listed below are several
issues you may want to explore with the screening professional and these
suggestions are intended for you to be better informed about the
process.
What Is
a Learning Disability (LD)?
-
LDs are a
heterogeneous group of disorders manifested by significant difficulties
in the acquisition and use of listening, speaking, reading, writing,
reasoning, or mathematical skills.
-
LDs typically affects
individuals with average to above average intelligence by interfering
with the central nervous system and its ability to process information.
LDs affect the way an individual takes in, remembers and understands
information, and how the person expresses that knowledge.
-
While persons with LD
may excel in many areas, problems in multiple areas are seen including:
memory, reasoning, coordination, communication and/or social competence.
-
Other areas of
difficulty include:
- reading, writing, spelling, communicating, and
calculating
- following written instructions
- expressing ideas in writing
- completing job application forms
- finding or keeping a job
- budgeting and managing money
- managing time and activities
- short attention span, restlessness or
hyperactivity
- carrying out simultaneous tasks
- remembering and following a sequence of
instructions
- breaking tasks down into segments
- following verbal instructions
- understand appropriate social behavior
- poor coordination and spatial disorientation
- classification and organization of information
- problem solving strategies
- These problems exist throughout the developmental
stages of learning. LDs are a life-long condition.
- While many persons are identified early in their
life, many people are not diagnosed as having a learning disability
until they are in their 20s, 30s, or even later.
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How
do I Go About Looking For Assistance?
-
Contact the Office of
Disability Services at the institution you are planning to attend to
discuss your documentation needs and register for services.
-
Discuss your future
plans with the disability services coordinator.
How do I Select a Qualified
Professional?
- Ask about credentials.
- Ask about experience working with learning
disabilities and/or attention-deficit/hyperactivity disorder in college
students/adults.
- Has the professional had contact/experience with
service provider at your institution/agency where you will be seeking
services.
- Disability Resource Services (DRS) at the
University of Wisconsin – La Crosse (785-6900) provides LD and ADHD
evaluations by qualified professionals at a reasonable cost to students.
- For other professionals in the community, call the
Disability Services office on campus for possible referral sources
What
Does it Mean to Participate in the Evaluation Process?
- You are an active participant in the
evaluation process. This means:
- Ask questions about any part of the assessment
process.
- Request to discuss results and recommendations;
clarify any issue that is unclear.
- Request a list of the accommodations and
recommendations made
- Important: Assist the examiner to clarify the
questions you want answered as part of the evaluation process; this
means tailoring the evaluation to meet your needs.
- Be prepared to be thorough and honest with the
requested information
What
Does the Learning Disability Testing Involve?
- There is not one single test for a learning
disability, but a series of tests.
- Once you schedule an appointment at the
appropriate testing sight a core assessment battery of tests are usually
administered.
- This core usually includes:
- a comprehensive clinical interview
- questionnaires collecting background information
- test of intellectual functioning
- tests of academic functioning, usually reading,
writing and mathematics
- assessment of relevant social and emotional
functioning
- use of attentional and memory instruments
- study methods and skills assessment
- Once this core testing is completed, a
determination is made whether further testing is necessary.
- Further testing usually involves clarifying issues
raised during the core assessment. This will usually be discussed
with you by your counselor
- While learning, not emotional problems, is the
focus of a psycho educational assessment, behavior/emotional and medical
issues may need to be addressed in the course of a psycho educational
assessment.
- You can also locate additional information
regarding the testing process in general at:
www.ldonline.org/ld_indepth/assessment/ld_adhd_adult_assessment.html
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How Long
Will It Take?
- Most learning disability testing takes four to six
hours to complete. This will vary depending on whether additional
tests are administered.
- The testing is typically scheduled over several
sessions, each of which runs between 1 ½ hours to 2 ½ hours. Most
testing is usually complete within 2-3 weeks. Most delays usually
occur because of scheduling conflicts.
What
Happens After the Testing?
- Once the testing is completed, a feedback session
is scheduled to convey the results of the testing along with
recommendations.
- Based on the testing, the evaluator will be able
to outline your current levels of functioning, effective plans to
remediate or compensate for your difficulties, discussion of
compensatory strategies and accommodations to cope more effectively with
problem areas as well as other recommendations that would be
appropriate.
- Be prepared to take notes during the feedback
session. As a considerable amount of information is provided
during the feedback session, we recommend you bring a pad of paper to
record the areas discussed during the feedback session. This will
facilitate later recall of all elements of the feedback session.
- Ask questions, ask for clarification whenever
unclear. All effort is made by our counselors to cover essential
areas of the evaluation. However, whenever you are unclear about
any issue being discussed, be sure to raise them in the feedback
session.
- Have a full and frank discussion with counselor
who conducted the assessment regarding the findings.
- Request additional resources, support group
information, and publications if you need them.
- Be aware that any receiving institution or agency
has a responsibility to maintain confidentiality when you request
documentation to be sent to them.
Who Does
the Assessment?
- This will depend on your insurance carrier.
Discuss this with the Disability Resource Services advisor that you met
with.
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Need for Current
Documentation
-
As you may be aware,
documentation of a disability must usually be current, which means it
should be conducted within the past 3 years. Each agency has
different time periods that are acceptable to them, so it is prudent to
check with the relevant office to clarify what “current” documentation
represents.
-
Since reasonable
accommodations and services are based on the student’s current impact of
the disability on academic performance, recent and appropriate
documentation is essential.
-
Accommodation needs
can change over time and are not always identified through the initial
screening process. Likewise, a prior history of accommodations
does not, in and of itself, warrant the provision of a similar
accommodation.
Why Is Documentation
Necessary?
-
Professional
documentation is the vehicle to understand one’s strengths and
weaknesses.
-
Documentation
represents the sole way to mobilize reasonable accommodations at school
and at work.
Benefit of an Assessment
- Most students feel a sense of emotional relief
when they learn that their difficulties have a specific reason.
Many of these students have not been clear about why they have had to
struggle so much more than their classmates.
- A diagnosis of a learning disability offers the
student, often for the first time, the awareness that their difficulty
learning is not their “fault,” but rather due to a disability.
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