Affiliations: School Psychology Program, University of Nevada, Las
Vegas, 405 Maryland Parkway, Las Vegas, NV 89154, USA. Tel.: +1 702 895 1110;
Fax: +1 702 895 0984; E-mail: crank@nevada.edu | University of Kansas, Center for Research on Learning,
521 Pearson Hall, Lawrence, KS 66045, USA
Note: [] Corresponding author
Abstract: Many issues pertaining to identifying and documenting university
students with learning disabilities (LD) have been discussed in the
professional literature or litigated. This article documents the eligibility
procedures and student assessment results of a project for identifying and
providing learning strategies services to students with LD at a large
midwestern public university. Many legal issues are relevant in the discussion
and evaluation of this project, including the use of standardized procedures
for establishing disability status. This project used standardized procedures
such as eligibility rules and cut-off scores for making eligibility decisions,
thus reducing the nagging inconsistencies and subjectivity associated with
nonstandardized assessments and clinical judgements about LD. Students found
eligible for the project showed academic skill deficits as low as the fourth
grade level, with the average skill level being eighth grade. All students
seeking services but determined not eligible showed proficient academic skills.
Data from a sample of students not seeking project services gave insight to the
skills of "typical", skill proficient college students, thus providing an
index by which to judge skill deficiency.
Keywords: post secondary learning disabilities, assessment of adult learning disabilities, legal issues in college and university disability services
