Documentation Guidelines

Though reporting formats vary, the following information and data are generally recommended in order for the University of La Verne to best determine appropriate reasonable accommodations:


  • a clear statement of the diagnosed disability and severity of the condition
  • the date of diagnosis and date of most recent evaluation
  • identification of the major life functions impacted by the disability
  • a diagnostic summary, including any relevant history, with an indication of how the disability will affect participation in college courses, activities, and/or the residential experience
  • description of any auxiliary aids used by the student (e.g., hearing aids, assistive listening devices, visual aids, etc.)
  • recommended accommodations that are appropriate to address the impact of the disability
  • name, title, license number and state (if applicable), address, phone number, fax number, email address, and dated signature of evaluator qualified to make the diagnosis

Documentation should be current; the age of the documentation required is generally dependent on the type of condition and whether the impact of the impairment on the student is fixed or changing. The following is a general guideline to appropriate documentation age;

  • Learning Disability: a full psychoeducational evaluation completed within the previous 5 years for a transfer student and 3 years for an incoming traditional undergraduate – please see specific requirements below.
  • Psychological Disability: a Certification of a Psychological Disability form from the Accessibility Services office completed within the previous 3 to 6 months or documentation as deemed appropriate by the Accessibility Services office.
  • Medical Disability: 5 to 7 years for a fixed condition or within the previous 3 to 6 months if a changing condition or within the previous 2 weeks to 2 months for a temporary medical condition.
  • Physical: 5 to 7 years for a fixed condition within the previous 3 to 6 months if a changing condition or within the previous 2 weeks to 2 months for a temporary medical condition.


Documentation guidelines for a Learning Disability


  1. Completion of the Information and Accommodations Packet
  2. Submission of Evaluation and Assessment
    If test scores are unavailable or outdated (more than three years old for an incoming, traditional-aged, freshmen and five years for a transfer student) a current assessment will be required with the criteria as listed below.

Assessment Criteria

A licensed clinical psychologist must perform a psychoeducational assessment. The following data is required by the University of La Verne for evaluation purposes:

  1. standard scores, percentiles, and performance level narratives based on cognitive and achievement batteries; examples of acceptable tests include:
    1. Woodcock-Johnson Psycho-Educational Battery I and II-Revised (WJ-R)
    2. Wechsler Adult Intelligence Scale-Revised (WAIS-R or III)
    3. Wide Range Achievement Test-3 (WRAT-3)
  2. specific area(s) of academic dysfunction/discrepancy
  3. specific area(s) of perceptual dysfunction/discrepancy

Note: The identification of percentile rank alone is not sufficient to qualify for services. In addition, the evaluation must clearly support that the student is learning disabled.

Review of the Assessment Results

Assessment results will be evaluated by the Accommodations Review Committee based on the following criteria:

  1. average or above average intellectual ability
  2. history of a learning disability based on the following:
    1. evaluative report by school or private agency
  3. academic history that indicates average or above average grades in some academic area(s) with standardized test scores at or above grade-level in one or more academic areas tested and significantly below grade-level expectancy in one or more, but not all, academic areas tested.
  4. documentation of learning disability by qualified licensed clinical psychologist

Eligibility Determination

Based upon  committee review of the documentation, a discussion with the student will occur to address one of the two following alternatives:

  1. request for accommodations approved
    1. recommended accommodations will be presented to the student, who has the option to accept, refuse or challenge the accommodations offered
  2. request for accommodations denied
    1. the student will be advised that assessment documentation does not support academic accommodations for a learning disability diagnosis