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Disability Services and Support

Supplemental Documentation Guidelines for Learning Disabilities / Cognitive Disorders

In order to accurately assess the impact of a learning disability or a cognitive disorder an examiner must evaluate an individual’s current cognitive functioning/processing. Cognitive functioning should be assessed in the domains areas and with the approved instruments identified below. Testing should not be more than five years old. Individuals are required to submit the standard scores and/or the percentile scores of any tests administered. Evaluations should also include a clinical narrative. These guidelines have been established in consultation with professional experts and are considered best practice in establishing an accurate diagnosis.


  • Wechsler Adult Intelligent Scale-IV (WAIS-IV)
  • Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability (WJ-R)


Current levels of functioning in reading, mathematics, and written languages are required.

  • Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement
  • Stanford Test of Academic Skills (TASK)
  • Scholastic Ability Test for Adults (SATA)
  • Weschsler Individual Achievement Test (WIAT) or a combination of specific achievement Tests such as:
    • Test of Written Language-2 (TOWL-2)
    • Woodcock Reading Mastery Test Revised
    • Stanford Diagnostic Mathematics Test
    • Nelson Denny Reading Test

Information Processing

Specific areas of cognitive processing should be assessed.

  • Wechsler Adult Intelligent Scale-IV (WAIS-IV)
  • Woodcock-Johnson Psychoeductional Battery-Revised: Test of Cognitive Ability
  • Halstead-Reitan Neuropsychological Battery

Documentation should be submitted to the access specialist in the school in which you are enrolled.

Contact Us

Office of Disability Resources 
Student Disability Services
Amy Wight, Director
Taylor Hall


Lynnett Van Slyke
University Intercessor and Director of Disability Compliance
36 Wallis Hall