University of Vermont

ACCESS (Disability Services)

Learning Disabilities Document Guidelines for ACCESS

Learning Disabilities [Examples include but are not limited to: reading/writing/mathematics disorders, LD NOS, dyslexia, processing disorder, etc. ]

Disability documentation for the purpose of providing accommodations may be helpful when it establishes disability and provides adequate information on the functional impact of the disability so that effective accommodations can be identified.
Some general guidelines for documentation:

  • Diagnostic statement, description of and methodology used in identifying the disability
  • History, symptoms, functional limitations and/or expected progression or stability of diagnosis
  • Description of current and past accommodations, services and/or medications
  • Recommendations and validation for need of accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services in setting of Higher Education
  • The credentials and contact information of the evaluator(s) [who has no personal relationship with the individual being evaluated]

The above guidelines for documentation can be submitted and supplemented in the following formats:
1. A psychoeducational evaluation of the learning disability/ies administered by a qualified professional. It may report subtest scores, standard scores, and percentile ranks, and include the following:

  • Cognitive testing; examples of instruments include:
    • Wechsler Adult Intelligence Scale (Revised or IV)
    • Woodcock Johnson Psychoeducational Battery Test of Cognitive Ability (Revised or III)
    • A complete neuropsychological battery describing processing strengths and weaknesses
  • Achievement testing; including:
    • test results from individualized achievement measures that describe strengths or difficulties with both basic and higher level skills in reading, math, written expression, and, if relevant, foreign language acquisition
  • A clear diagnosis of disability, with evidence of a substantial impact on learning.

2. A letter from a qualified professional providing information of a prior diagnosis, accommodation, or classification, such as eligibility for a special education program.
Additionally, the following voluntary, supplemental information can also useful in planning for accommodations in coursework and study:

  • An essay on your understanding of your disability, your academic [and other] strengths and challenges, and how you have learned to address, advocate and accommodate your disability.
  • A letter from an educational support service provider who has recently worked with you and who can inform ACCESS about the services and accommodations you may use in college.
  • A summary of performance [SOP]
  • Information about Response to Intervention [RTI]
  • Individualized Education Plan [IEP]
  • Section 504 Accommodation Plan [504]

When in doubt, students are encouraged to contact ACCESS for guidance at 802-656-7753 or

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Last modified September 29 2015 02:51 PM