The Board of Regents philosophy regarding students with learning disorders states that a college or university is required to make reasonable accommodations to students meeting the University System criteria for a disability that impacts learning. However, a diagnosis of a specific learning disability or ADHD does not automatically provide students with accommodations. There must be evidence that the disability is significantly interfering with academic performance. Any accommodations provided must be appropriate for each student's individually determined strengths and weaknesses, and may differ among students with similar diagnoses.

Few University System policies or requirements may be waived for students. Means should be sought to assist students in meeting all academic requirements through accommodations and modifications of instructional techniques and testing procedures.

Board of Regents Criteria for Specific Learning Disabilities

The Board of Regents specifies that a student must meet three criteria to be considered as having a specific learning disability:

1. Average intellectual ability based on performance on a standardized IQ test.
2. A significant discrepancy between intellectual ability and achievement in one or more, but not all academic areas (i.e., reading, math, written language).
3. The academic discrepancy is linked to weaknesses in information and cognitive processing abilities.

In order to receive accommodations for a specific learning disability, the student must provide documentation that addresses each of these three criteria. The specific documentation guidelines (Criteria for Outside Evaluations) may be viewed in the Academic Affairs Handbook.

Documentation must be within three years of the student's application for accommodations, or the evaluation must have been completed as an adult (18 years or older).

Tests to Document a Specific Learning Disability

There are no specific tests that are required by the Board of Regents. A list of Suggested Measures for assessing intellectual ability, academic achievement, and independent measures of cognitive processing skills has been provided.

Board of Regents Criteria for ADHD

In order to be eligible for accommodations because of ADHD, students must meet the DSM-IV diagnostic criteria of the American Psychiatric Association and their documentation must meet the criteria listed below.  There is a Checklist of the Documentation for ADHD of the criteria that can be filled out by the professional evaluating the student. Giving the physician or psychologist a copy of the ADHD checklist may be helpful in assuring that all criteria have been met and documented.

• Developmental history of symptoms of ADHD
• Documentation of current symptoms that meet diagnostic criteria
• Documentation of both childhood and current adult behavior on rating scales of ADHD symptoms that have appropriate age norms
• Corroboration of current ADHD symptoms across multiple settings by two independent observers with knowledge of the student's functioning
• Clear evidence and documentation of interference with developmentally appropriate academic, social, or vocational functioning
• All other psychiatric or medical disorders which may cause problems with inattention are differentially evaluated, documented, and considered in the differential diagnosis.
• Assessment on which the documentation is based must have been completed no more than three years prior to the student's application for accommodations, OR must have been completed as an adult (18 years old or older) and still be considered current.

Acquired Brain Impairment and Psychiatric Disorders

The Board of Regents Academic Affairs Handbook also discusses acquired brain impairment and psychiatric disorders.