Skip to main content
UNT University of North Texas

Learning Disabilities & ADD/ADHD

LD/ADD/ADHD Program

UNT takes great pride in our reputation for accommodating students with Learning Disabilities. Through a comprehensive approach involving the ODA, The Learning Center and Discovery Program, plus coordination with faculty and staff, services are designed to help you overcome frustrations created by your LD/ADD/ADHD with a focus on independence and autonomy. Once you have applied for services and provided appropriate documentation, you will then meet with the ODA.

Accommodations for LD and ADD/ADHD are based upon the specific functional limitations described in your documentation. Accommodations are individualized and unique to each student. In other words, not all accommodations will be the same for every student diagnosed with an LD or ADD/ADHD. However, our most common accommodations for these disabilities are extended time for in-class assignments, testing in a distraction reduced environment, volunteer notetakers and use of assistive technology.

back to top

Documentation Requirements

For ADD/ADHD have a qualified professional complete the ADD/ADHD Documentation Form, or the general ODA documentation requirements should be completed in a formal letter by a medical doctor, psychologist or other appropriate professional as described in ODA Documentation Requirements.

For Learning Disabilities, a comprehensive psychological evaluation, psychoeducational evaluation or high school evaluation records from the last 5 years must meet the following requirements:

  1. A Qualified Professional Must Conduct the Evaluation

    Professionals conducting this evaluation must be qualified to conduct an assessment, render a diagnosis of a specific learning disability and make recommendations for appropriate accommodations for adolescents and/or adults. The name, title, and professional credentials of the evaluator (including information about license and/or certification) should be included on the report. Examples of professionals considered to be qualified to evaluate specific learning disabilities might include clinical or educational psychologists, school psychologists, neuropsychologists, learning disability specialists with training and experience in the assessment of learning problems in adolescents and adults.

    Note: It is not appropriate for professionals to evaluate members of their own families.

  2. Testing Must be Current

    Although a person diagnosed as having a qualified learning disability is normally viewed as life-long, the severity of the condition may change over time. Because reasonable accommodations and services are based upon assessment of the current impact of the individual's disabilities on his/her academic performance, recent and appropriate documentation should be submitted. For the most part, comprehensive testing should be conducted within the past five years.

  3. Prior Documentation

    A high school plan such as an individualized education program (IEP) or a 504 plan is insufficient documentation in and of itself. However, sometimes this type of documentation in addition to a current comprehensive assessment is useful in determining appropriate services.

  4. Documentation

    Actual test scores must logically reflect a substantial limitation to learning for which the individual is requesting the accommodations. Documentation should indicate a significant discrepancy calculation (based on industry standards) relative to expectancy:

    1. A. Expectancy is defined as a standard score (or intelligence quotient) obtained on an intelligence test. In cases where a significant difference is calculated between verbal and performance scores, the verbal, performance, or full-scale score (whichever best represents the individual's intelligence level, as documented) may be used.
    2. B. Significant discrepancy is defined as a negative difference of more than 15 standard score points between the standard score on the intelligence test and the standard score obtained in an academic area, as well as in a specific area of processing ability. This discrepancy in scores must be documented in terms reported in the technical manual for the individual test instrument. Evidence of a significant academic deficiency relative to expectancy, as well a significant discrepancy in at least one area of cognitive processing must be present.

      Based on expectancy, a statistically significant discrepancy of at least one standard deviation shall be calculated in one or more of the following academic areas, as measured by standardized tests:

      1. Reading/reading comprehension
      2. Written expression
      3. 3. Mathematics (calculation and/or apply problems). In addition to the discrepancy measured between expectancy in at least one academic area, a discrepancy must also be found in at least one area of specific processing ability. These abilities as measured by standardized tests include:
        1. Visual processing (e.g., visual-perceptual speed, visual-spatial abilities, visual-motor)
        2. Auditory processing (e.g., auditory sequencing ability, auditory discrimination, auditory concentration skills and auditory memory).
        3. Verbal processing (e.g., word retrieval abilities and verbal fluency).
        4. Reasoning ability (e.g., ability to approach problem solving in a logical and sequential manner, and ability to shift cognitive strategies as the specific task requires).

  5. The Written Report

    A comprehensive report should include the following:

    1. A. Diagnostic Interview; This should include (but is not limited to) relevant historical information regarding the individual's academic history and learning processes in elementary, secondary and postsecondary education. Also, the report should include information summarizing previous testing completed by other clinicians. A combination of individual self-report, interviews with others, historical documentation (e.g. transcripts, standardized testing, etc.) is recommended. Also, information should be provided summarizing any developmental history and current or relevant medical history and This information must exclude the following as the primary handicapping condition:
      1. Individual is mentally challenged according to DSM-IV standards
      2. Visually impaired
      3. Deaf or hard of hearing
      4. Physically impaired
      5. Emotionally disordered
      6. Poor educational background or lack of opportunity to learn
      7. Cultural differences or lack of experience with the English language
    2. Measurement of academic achievement: A standard score for the basic achievement areas of reading (word recognition, vocabulary, comprehension), math (calculation, application), and written language (mechanics, composition) needs to be available. Testing must include at least two achievement test scores in the specific area of the documented disability.

      NOTE: Raw scores, standard scores and percentile scores are also required for each of assessments completed] In general, most students will have average or above intelligence with a significant deficit in at least one area of information processing (i.e. acquisition, integration, storage, retrieval). There may be a discrepancy between verbal and performance scores on a measure of overall intelligence but this is not always the case. Documentation of a learning disability must be based on the specific criteria outlined above.

    3. Summary of assessment/test results, which includes a clear statement of the presence of a learning disability. Discussion of possible alternative explanations for the results. A statement of functional limitations and suggestions for reasonable accommodations, which must be directly linked to the stated limitation and supported by the test scores.

The following standardized tests are used in the field of learning disabilities and are recommended:

Intellectual

Information Processing

Achievement

Thanks to Dr. Dianne Hengst, University of Texas at Arlington for contributing to this information.

back to top

Accommodations

Accommodations for LD and ADD/ADHD are based upon the specific functional limitations described in your documentation. Accommodations are individualized and unique to each student. In other words, not all accommodations will be the same for every student diagnosed with an LD or ADD/ADHD. However, our most common accommodations for these disabilities are; extended time for in-class assignments, testing in a distraction reduced environment, volunteer note takers and use of assistive technology.

back to top

Resources

back to top