Learning Disabilities

Definition   Learning Disabilities are neurologically based conditions that interfere with the acquisition, storage, organization, and use of skills and knowledge.  They are identified by deficits in academic functioning and in processing memory, auditory, visual, and linguistic information.  The diagnosis of a learning disability in an adult requires documentation of at least average intellectual functioning along with a deficit in one or more of the following areas:

·         Auditory  and visual processing

·         Spoken and Written Language Skills

·         Visual Skills

·         Reading Skills

·         Information Processing Speed

·         Mathematical Skills

·         Abstract and General Reasoning

·         Visual Spatial Skills

·         Memory (long-term, short-term, visual, auditory)

·         Motor Skills

·         Executive Functioning (planning)

·         Working memory

Documentation Guidelines:   Comprehensive assessment from a qualified specialist that has least a Master's Degree.  Documentation should be current and have been completed as an adult (16 years or above): 1) Test used to measure intellectual ability, including scores and subtest scores (such as WAIS-III or Stanford Binet) 2) Test used to measure academic achievement, including scores and subtest scores (such as Woodcock Johnson Achievement Test).  3) Test used to measure processing ability, including scores and subtest scores (such as Woodcock Johnson of Cognitive Abilities or 4) Profile of academic strengths and weaknesses and how these relate to the academic limitation(s) 5) A statement indicating if the student has a learning disability or not, recommendations for reasonable accommodations, and also a statement how the functional impact or limitation of the disability effects the student in a learning environment.

Policy:   Disability Resource Center (DRC) will accept a complete high school Individual Education Plan (IEP) indicating a disability and will provide the following potential accommodations based only on that IEP:  Extra Time, Quite Area, Note Taker, and Tape Recorder.  Most other post-secondary institutions would not accept the IEP as appropriate documentation.  The College is interested in identification of processing deficits (Auditory, Visual, Short-Term Memory, etc.) in order to provide appropriate accommodations and services.  Broad label(s) without specific test results do not provide sufficient information upon which for the college to make appropriate accommodation decisions.  Additionally, different laws apply and modifications made in secondary schools may not be appropriate in the college environment. 

Manatee and Sarasota County School System Guidelines   

1) Current IEP/Transitional IEP

2) Current Assessment Worksheet and Accommodations/Modification Page

3) Copies of all Psycho-Educational Reports

4) Copies of all Reevaluation Planning and Report Forms (including current)

5) Current achievement testing other than FCAT (SCF prefers Wood-Cock Johnson Testing)

6) A written statement by a certified school psychologist indicating that the student has a learning disability (this may be a stand-alone document, part of current within 3 years Psycho-Educational Evaluation or Report of Conference in which school psychologist was in attendance)

7) Information of the student's processing strengths and weaknesses.  Current (within 3 years) preferred but well-documented history (including test data) could suffice if a consistent pattern over time is present

Potential Accommodations

·         Books on Tape

·         Reader

·         Computer Voice Recognition Programs

·         Extended Test Time

·         Quiet Room

·         Note Taker

·         Calculator

·         Tape Recorder

·         Grammar/Spell Checker

·         Dictionary

·         Computer or Word Processor

·         Math Fact / Formula Sheet

·         Grammar Fact Sheet