The fee for the evaluation is $500.00. Methods of payment include:
Cash, check, money order, credit card
Financial aid--the cost of the evaluation can sometimes be included in a student's financial aid package.
Insurance--The center does not file for insurance payments, but will provide students with the necessary documentation so that they may file with their insurance carrier after they have made full payment. Students should be aware that many insurance plans will not reimburse them for this type of evaluation.
Third Party Payments (e.g., Department of Rehabilitation Services)--The client must supply the RCLD with an official letter (on letterhead), or a voucher from the third party giving promise of payment and detailed payment information.
Payment arrangements-- Alternate payment arrangements may be made in extenuating circumstances, and must be authorized by the RCLD director.
Scholarships - Evaluation scholarships may be available at individual RLCDs and/or referring institutions.
Students considering evaluation at an RCLD should carefully review the RCLDs’ refund policy and make note of important timelines. The policy is included in the referral packet.
An appointment is scheduled after the student's packet is received. The packet must be complete. If important information is missing, the RCLD will contact the DSP or the student, prior to scheduling the appointment, seeking additional information. Time until the next available appointment varies at different times of the year, but is usually within a few weeks.
The typical evaluation takes approximately eight to ten hours, usually scheduled over two days. Some students may require additional time to complete the testing to fit their work speed and need for breaks, or to gather additional test data to better understand their learning difficulties.
The evaluation includes a clinical interview, and a battery of educational, psychological, and cognitive tests to assess a student's intellectual ability, academic achievement in core areas, (i.e., reading, math, and written language), strengths and weaknesses in processing information, and emotional state.
After the standardized testing is complete, each student is scheduled for an individual feedback session at the RCLD. The session typically lasts from one to two hours. In this session, the test results will be reviewed, recommendations for academic accommodations and other support services will be made, and any questions answered.
Following the feedback session, the student will receive a written report that describes all the tests that were administered and the scores obtained. This report will also document the presence of any disability that warrants academic accommodation and list appropriate accommodations and other recommendations. When appropriate, the report will be provided in a digital format for use with text-to-speech technology. This report will not be shared with anyone else without the student's written permission. (See Question 6 for information regarding confidentiality.)
Evaluation at a center is not required. An evaluation performed by any qualified professional can serve as documentation of a disability. This documentation must be presented to the disability services office at the student's college or university, and be reviewed to ensure that it contains the information required by the Board of Regents. It is important to be sure that the professional who will perform the evaluation is aware of the Board of Regents policy, so that all the necessary information can be included in the written documentation.
If the student is requesting a Regents level accommodation (see Question 16 for a list of Regents level accommodations), an RCLD must review the student's documentation and approve the accommodation. If an RCLD needs to review the documentation, the DSP will obtain the student's written permission to send a copy of the documentation to the RCLD. The RCLD will notify the DSP in writing of the results of this review, and will provide detailed information about the reasons for any disapprovals. Most disapprovals occur because the report does not contain all of the information required by the Board of Regents for documentation of a disability. For example, some evaluation reports do not include enough information regarding correlated cognitive processing deficits, and may not consider socio-emotional factors that might be contributing to the learning or academic problems.
Board of Regents Academic Affairs Handbook Section 2.22: Appendix DSP2
Definition of Disability
An individual must demonstrate that his/her condition meets the definition of a disability under the Rehabilitation Act, 1973 and/or the Americans with Disability Act Amendments Act of 2008. The ADA defines a disability as a physical or mental impairment that substantially limits one or more major life activities. See ADAAA/ADA Chart at the end of this document for information on recent changes to the Americans with Disabilities Act.
Substantially limits under the ADA refer to significant restrictions as to the condition, manner, or duration under which an individual can perform a particular major life activity as compared to most people.
Whether a condition is substantially limiting to support an accommodation request is a decision made by qualified professional(s) based upon multiple sources of information.
A clinical diagnosis is not synonymous with a disability. The specific symptoms that are present should be stated in the documentation. Evidence that these symptoms are associated with substantial impairment in a major life activity is required for provision of accommodations. A detailed description of current substantial limitation in the academic environment is essential to identify appropriate academic accommodations, auxiliary aids, and services. Specific requests for accommodations need to be linked to the student's current functional limitations, and the rationale for each recommendation clearly stated.