Evaluators

The information provided in this section is designed to help evaluators know specifically what needs to be included in documentation in order to meet the Board of Regents guidelines for documenting a disability. Carefully following these guidelines will create a smooth process for students who are seeking accommodations.

The Board of Regents Academic Affairs Handbook describes the policies and procedures approved by the Board of Regents in serving students with disabilities. The Regents Centers follow these guidelines when reviewing documentation provided by students seeking accommodations. Below are links to the relevant sections.

USG/BOR Academic Affairs Handbook Section 3.11 (Students with Learning Disorders).

The General Criteria for Documenting Disabilities (USG/BOR Academic Affairs Handbook, Students with Learning Disorders, Section 3.11, Appendix D.)

Specific Documentation Guidelines for Nine Disability Categories (USG/BOR Academic Affairs Handbook, Students with Learning Disorders, Section 3.11, Appendix E.)

Additional Helpful Information

Suggested Assessment Measures. The measures listed in this document are merely examples of tests that can be used to measure skills in these areas. Evaluators may elect to use one or more test(s) in the areas of achievement, processing, and social emotional or select others with which they are familiar, as long as the identifying areas are appropriately assessed.

ADHD Verification. This form may be used rather than a narrative report in documenting ADHD.

Board of Regents Official Guide for Students, Parents, Teachers, School Counselors and Psychologists. This guide provides general information about the Regents Centers for Learning Disorders.

Regents Center for Learning Disorders

Information For

Evaluators

Additional Helpful Information