Disability Guidelines 1
Alberta Guidelines for Documentation, Assessment, and Services for
Students with Learning Difficulties in Post-secondary Studies1
These guidelines were created to promote a shared understanding and greater consistency among
disability service providers (DSPs) in post-secondary institutions, psychologists, and funding
bodies involved in assessment of and support services for students encountering learning
difficulties2. These guidelines are suggested best practice to assist post-secondary institutions to
provide appropriate assessments and supports3.
CONSIDERATIONS FOR ASSESSMENT REFERRALS
1. Assessments completed after the student reaches the age of 18 are considered current. Partial
or full reassessment may be considered if information is needed to support the student in the
current learning environment or if the student’s health or other circumstances have changed.
2. Assessments may be considered to be full or partial, depending on missing documentation
(see Appendix 1).
3. Full assessments are required when assessments provided are out of date for reasons of age
of the assessments or change of circumstances. Updated assessments may be needed if prior
assessments were completed five or more years prior to onset of requested service (i.e., if the
student is now 19 years of age and the assessment was completed at age 14) or as required by
specific program licensing bodies (e.g., Nursing, Accounting).
4. Partial assessments are required when current documentation is missing any of the following
components:
• Diagnosis or diagnostic statements by an appropriately qualified member of a College of
Psychologists,
• Information on functional limitations in the current setting,
• Recommendations applicable to the current setting,
• Data related to the Learning Disabilities Association of Canada (LDAC) definition (e.g.,
missing data on thinking and reasoning abilities, psychological processing, and/or
academic functioning).
5. Assessment can be prioritized based on urgency:
Priority: High
• Current assessment information is not available
1
Prepared for Postsecondary Service Providers to Students with Disabilities - Alberta by Teddi Doupe, University
of Alberta and Marilyn Samuels, University of Calgary. Please send comments to Teddi at teddi.doupe@ualberta.ca
or Marilyn at msamuels@ucalgary.ca
2
The term learning difficulties is used to describe the student’s presenting concerns. These concerns may lead to a
diagnosis of a Learning Disability, Attention Deficit Hyperactivity Disorder, or other disability.
3
Portions of this document were adapted from “Learning Disability Documentation and Services Provided”, College
Committee on Disability Issues, Ontario, 2005.
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Disability Guidelines 2
•
•
Screening tools and/or interview suggest a Learning Disability
Potential need for services and supports (e.g., reader or scribe, technology, tutor,
academic strategist)
• Intake completed late in the program and the student requires accommodations for
licensing exams
• Enrolment in program of short duration (e.g., apprenticeship programs or in a field
placement setting)
• High risk of failure
Note: Assessment to be completed as soon as possible (ideally within one month).
Priority: Medium
• Formal assessments have never been completed or assessments are incomplete
• The assessment is no longer current
• The DSP has sufficient information to provide temporary support for student
• Additional funding (e.g., DRES, CSG) is not required
Note: Assessment to be completed within four months.
Priority: Low
• Information on supports is needed
• Currently, low use of disability support services
• Satisfactory academic performance with minimal accommodations
• Nearing end of academic program
Note: Assessment to be completed within six months.
RECOMMENDATIONS FOR LEVEL OF SERVICES RELATED TO TYPE OF
DOCUMENTATION
Level 1 Documentation (No diagnosis)
 Historical evidence of a Learning Disability; this could include a screening tool, IEP/IPP
or medical records
 Educational assessments provide evidence of academic difficulties
 Partial reports that do not include a clear diagnosis
At this level, services are temporary or interim and based on the student’s demonstrated need.
An interim period is ideally one term/semester (dependent upon the time frame of the postsecondary program). Services are selected in the interest of student success, based on evidence of
learning difficulties as supported by partial documentation.
Recommended services as required to meet the student's needs:
 Full assessment
 General exam accommodations (e.g., additional time, private room, computer)
 Learning strategies through general student services
 Content tutoring through general student services
 Note taking supports through photocopying/NCR copies of classmates’ notes
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Disability Guidelines 3
Note: The following are not recommended, as they require the disability office to “verify” the
student’s disability:
 Canada Study Grant (CSG) for students with permanent disabilities
 Application for Disability Related Employment Supports (DRES) funding for additional
services and equipment purchases
 Specific exam accommodations (e. g., reader, scribe, technology)
Level 2 Documentation (diagnosis, but further assessment required)
Psychological assessments contain diagnostic statements but further assessment is needed for
reasons of age of the documentation, partial, or insufficient data.
At this level, services are temporary or interim and based on the student’s demonstrated need.
An interim period is ideally one term/semester (dependent upon the time frame of the postsecondary program). Services are selected in the interest of student success, based on evidence
of learning difficulties as supported by partial documentation.
Recommended services as required to meet student's needs:
 Full or partial assessment
 General exam accommodations (e.g., additional time, private room, computer)
 Specific exam accommodations (e.g., technology)
 Learning strategies through general student services or Disability Services
 Content tutoring through general student services
 Note taking supports through photocopying/NCR copies of classmates’ notes
 Lab access (including scanning textbooks)
 Reduced course load (Canada Student Loan reduced course load – 40% full-time
recognition)
Note: When diagnosis is questionable due to age of the documentation or insufficient data:
 Provide students with a letter of understanding that, should the updated assessment not
support the diagnosis, interim services may be adjusted.
 Provide students with a letter of understanding that, should they not pursue the
assessment in a timely manner, interim services may be terminated
Level 3 Documentation
Current and full psychological assessments that meets all diagnostic and documentation criteria.
At this level, services are permanent and based on the student’s demonstrated need. The student
is eligible for a full range of appropriate and reasonable disability-related services. The process
to determine appropriate accommodations and services “A Process for Determining
Accommodations & Services” (Appendix 3) should be considered.
Recommended services as required to meet student's needs:
 Examination and classroom accommodations
 Assistive technology assessment and training and lab access (including scanning
textbooks)
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Disability Guidelines 4







Reading materials prepared in appropriate alternate formats.
Instruction in conversion of some materials to alternate format
Learning strategies instruction and support
Disability-related content tutoring
Note taking supports through photocopying/NCR copies of classmates’ notes or
classroom note taker
Application for CSG or DRES funding for additional services and equipment purchases
Recommendation for reduced course load and support for student being recognized as
full-time student by Canada Study Loan based on 40% full courseload criterion.
Suggested steps when reasons for difficulties remain unclear following assessment
1. The assessment report indicates that the student does not have a disability.
a. Does the assessment contain information about the reasons for which the student is
encountering difficulties and what he/she needs to do to address those difficulties?
b. Does the assessment contain evidence of another disability but no diagnosis?
c. Is further referral warranted (e.g., counseling, other assessment)?
The DSP may need to contact the assessing psychologist for clarification4.
2. The assessment report does not indicate that the student has a disability but contains
recommendations for services.
The DSP needs to contact the assessing psychologist to clarify the reasons for which he/she
made recommendations if no disability is present.
3. The assessment report contains a diagnosis of disability but no description of functional
limitations and/or recommendations.
The DSP needs to contact the assessing psychologist and request information about functional
limitations or impact of disability and recommended supports within the current academic
setting.
4. The assessment report contains a diagnosis of psychiatric disability but no description of
functional limitations or impact of disability and/or recommendations.
The DSP needs to contact the assessing psychologist and request information about functional
limitations and recommended supports within the current academic setting. Referral to a
psychiatrist for further documentation may be required.
4
DSPs must have written consent from the student to contact the psychologist.
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Disability Guidelines 5
APPENDIX 1
Documentation Requirements
The following checklist outlines post-secondary documentation requirements. Full reports of
this type are most useful in guiding support services and assisting students to develop self advocacy skills.
Documentation Criteria Checklist
Relevant background information.
Statement regarding the overall validity of the present assessment.
Behavioral observations during assessment.
Description of individual strengths and needs based on formal test results
(thinking and reasoning and academic achievement).
Documented evidence of the cause of the learning difficulties (psychological
processing deficits).
Indication that the observed pattern of both abilities and achievement
demonstrates the presence of a specific Learning Disability or other disability.
A clear diagnosis of the disability.
A description of the functional limitations of the disability (including the impact
in the current academic environment).
Recommendations specifically linked to the assessment data (strengths and
deficits) relevant to post-secondary settings.
Signature of an appropriately qualified member of a College of Psychologists,
and/or College of Physicians and Surgeons.
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Disability Guidelines 6
APPENDIX 2
For Disability Service Providers: Reviewing Documentation
Questions to ask when reviewing assessments about which concerns have arisen (e.g., unclear,
incomplete):
Is the assessment multi-modal and based on multiple sources of information?
Does the assessment reflect and focus upon the processes and strategies used by the
student and not just on the numbers?
Does the assessment answer the referral questions?
Was the student provided with sufficient opportunity to demonstrate knowledge, skills,
attitudes, or behaviors being assessed? (Being assessed all in one day may not allow
this.)
Does the assessment data correspond to the student’s performance in the academic
setting? (e.g., A student may score poorly on a test of written language but manages
written requirements through technology; a student may score well on a test of reading
but reports investment of an inordinate effort to meet the post-secondary reading
demands; a student may score in the average range on tests of processing speed but
reports an inability to finish exams.)
Do the summary and interpretation of the assessment results yield an accurate and
informative representation of the student’s performance in relation to the goals and
objectives of the program?
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Disability Guidelines 7
APPENDIX 3
A Process for Determining Accommodations & Services5
1. Clarify what the student understands about his/her disability and what has been helpful in
the past.
2. Identify the academic areas in which difficulties exist.
3. Determine the functional impact(s) of the disability from documentation and by speaking
with the student (e.g., How do attention difficulties impact learning/performance?)
4. Collect or request additional data to determine the functional impact. (Use of valid test
data is critical!)
5. Compare the functional impact of the disability with the construct and format of the
course or test demands.
6. Evaluate severity to determine the extent of time accommodation or distraction reduction.
7. Evaluate unique factors.
8. Collect or request additional information to determine whether a requested or
recommended accommodation or service is likely to be effective. Dynamic assessment
may be useful here; student input is essential.
9. An appropriate accommodation or service should minimize the impact of the disability
while maintaining academic integrity.
5
This process can be used by Disability Service Providers and Psychologists as appropriate. The above is adapted
from Ofiesh, N. S. & Scott, S. S. (2004). Extended test time and postsecondary students with learning disabilities: A
model for decision making. Learning Disabilities Research and Practice, 19(1), 57-70.
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Disability Guidelines 8
APPENDIX 4
For Disability Service Providers: Assessment ABCs
Assessment is a Process
•
•
•
•
•
•
•
Assessment is always done to understand and support the needs of the student.
Standardized test results are only one piece of the process.
The student must be seen in the context of his/her life, not just in terms of what the
“numbers” say.
Multiple sources of information need to be used.
Assessment tools must be valid in terms of the student’s current context.
A diagnosis is often the result of an assessment process but, in itself, is not enough. The
functional limitations of the disability must be described and recommendations for
supports, services, and further development must be provided.
A person is never defined in terms of his/her disability – we see the person, not the
disability.
Basics of Tests
• Standardized tests
Standardized tests can be either norm referenced or criterion referenced.
A norm referenced test provides a direct measure of the student's performance on specified
tasks under specific conditions. It compares the student's performance to others of similar
age/grade. Tests such as the Wechsler scales and the Woodcock Johnson tests are examples
of norm referenced tests.
A criterion referenced test is a direct measure of the student's performance on specific tasks
under specific conditions, with specific criteria for success. Criterion referenced tests are
seldom used in psychological assessments. They may be used in licensing examinations to
determine whether the student has the essential competencies for the profession.
• Dynamic assessment
This informal assessment approach examines the student's performance before, during, and
after intervention. This approach is particularly useful for students with attention and other
emotional issues to determine the ways in which these factors impact upon academic
performance. It is also a useful approach for students with atypical educational histories.
• Informal assessment
Informal assessment can provide information on a student's performance in specific
curriculum areas. It can provide direction for planning of support services.
• Checklists, rating scales, interviews, and questionnaires
These tools are useful for gathering information about the student’s past and present
performance. At the post-secondary level, they are generally self-report measures and, as
such, must be used in conjunction with other information. Some rating scales are norm
referenced (e.g., CAARS).
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Disability Guidelines 9
• Observations
Observations during the process of assessment provide direct measures of the student's
behavior. As behavior can vary from day to day, observations across several sessions are
useful.
Categories of Assessment Tools
• Intelligence Tests
The intelligence test most frequently used with post-secondary students is the Wechsler
Adult Intelligence Scale-III (WAIS-III). It is a norm referenced test that needs to be
administered and interpreted by a registered psychologist.
• Thinking and Reasoning Tests
A number of tests purport to assess thinking and reasoning. The WAIS-III measures some
aspects of thinking and reasoning. The Woodcock Johnson cognitive battery is also used.
• Executive Functioning Tests
Tests such as the Delis-Kaplan Executive Function System and the Rey Complex Figure Test
assess aspects of executive function. Executive functioning is critical to self-controlled
learning. The main components are task analysis, strategy selection and revision, and
monitoring6
• Psychological Processing Tests
These tests examine visual and/or auditory processing of information. Memory tests, such as
the Wechsler Memory Scales, are also included.
• Achievement Tests
Achievement tests commonly used with adults include the Wechsler Adult Achievement
Test-II and the Woodcock Johnson Achievement Test. Validity may be a concern with both,
as the results may not relate to how the student performs in school. For example, the student
is required to hand write an essay for 15 minutes to assess written expression. Few students
hand write these days (especially students with learning disabilities) and 15 minutes cannot
reflect what it takes to write a research paper. Similarly, reading comprehension on a short
passage may differ greatly from reading and understanding information in a textbook.
• Emotional Tests
Emotional concerns are investigated through self-report scales, interviews, and observations.
Some scales have been standardized and have strong psychometric properties (valid in that
they test what they purport to test, reliable in that they would produce the same results two
days running – they are not easily faked).
Discrepancy Analysis
This refers to a mathematical calculation to compare differences in scores obtained on tests of
intellectual functioning and achievement tests. It is assumed that most people who do well on a
test of intelligence will also do well on a test of achievement. This assumption holds only if the
two tests were developed and normed on the same population and show a high correlation
between sets of scores. A discrepancy of two or more standard deviations was once considered
critical for diagnosing a Learning Disability. This is no longer the case (but is still believed in
some circles). In adults, it is often hard to find a difference of two standard deviations. Of more
6
(Borkowski, J. G. & Nicholson, J. (2004). Executive Functioning: Toward a research agenda on higher level
cognitive skills. Journal of Cognitive Education and Psychology, 4, 2, 188-198.)
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Disability Guidelines 10
interest is whether the difference is clinically significant. For example, the discrepancies among
scores on the WAIS-III and WIAT-II can be calculated to determine whether the discrepancy is
statistically significant; however, the more important distinction relates to the frequency with
which a discrepancy of this size occurs in the population. A difference may be statistically
significant but, if it is seen in more than 10% of the population, it is not clinically significant. It
is also important to determine whether the discrepancy is meaningful. A student may have a
score in the superior range on perceptual organization and in the average range on the reading
composite of the WIAT-II. Even though this is a significant difference, it may constitute normal
variation, not a disability.
In contrast, Response to Instruction is a relatively new term being used in the LD field. It refers
to how difficult it is for someone to learn. A student may achieve passing or even high grades
but must invest inordinate amounts of work to gain and retain knowledge. Few tests assess
response to instruction in children or adults, so at present this is determined by past performance
and self-report. When someone has had opportunities to learn, has been motivated to learn, and
has put in good effort, yet still does not achieve as expected, this may be indicative of a Learning
Disability even if no significant discrepancy between intelligence and achievement scores is
present. Psychological processing scores will likely indicate some difficulties.
Effect of the Disability
A functional limitation refers to the effect of the disability on learning, behaviour, or
performance. A Learning Disability in mathematics is not likely to affect reading
comprehension but may make it difficult to do basic calculations without a calculator. A person
with Attention Deficit Hyperactivity Disorder may not need any exam accommodations but may
need support for organization and planning written work. The functional limitation in this case is
the difficulty with organization and planning.
Validity
“The validity of a test refers to the extent to which a test measures what it is supposed to measure
and, therefore, the appropriateness with which we can make inferences based on the test
results.”7
Criterion-related validity is the type of validity of most concern in psycho-educational reports of
students with disabilities. It is defined as the relationship between test scores and some type of
criteria such as ratings, classifications, or other test scores.
 Concurrent Validity – the relationship between test scores and some currently available
criterion measure (e.g., test scores and current grades)
 Predictive Validity - relationship between test scores and future performance on a
relevant criterion
Predictive validity does not mean predicting a person’s success or failure in a specific degree
program or career. We do not have tests that can predict success or failure in a program or
career. Even tests such as the LSAT, MCAT, etc., designed to be predictive of success, show
only moderate correlations. Predictions are never warranted.
7
Sattler, J. (2001). Assessment of Children: Cognitive Applications. San Diego: Jerome Sattler Publishing, p. 115.
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Disability Guidelines 11
A Valid Assessment
When a psychologist indicates that “this is a valid assessment”, he/she usually is referring to the
student’s attention and willingness to engage in the assessment process, not to whether the tests
used were valid in terms of their relationship to other measures such as performance in school.
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Disability Guidelines 12
APPENDIX 5
For Psychologists
To best support students in a post-secondary environment, please consider the following when
doing assessments:
1. Clearly answer the referral questions.
2. Consider requirements for documentation.
 For Alberta post-secondary institutions, a Learning Disability should be
diagnosed based on current research and the definition of the Learning
Disability Association of Canada. The DSM-IV may be helpful but note that
a two standard deviations discrepancy is a guide, not a criterion that must be
met.
 The DSM-IV is generally used to diagnose ADHD. However, recent research
suggests that girls and women present differently, and this research must be
taken into account before ruling out ADHD based on the criteria of the DSMIV.
 Professional organizations (e.g., Law Society, Public Service) may have
specific requirements for documentation of a Learning Disability for licensing
or entrance examinations. The assessment should meet those requirements
(e.g., Is a reading test given under standard and extended time required to
obtain accommodations for extra time on a licensing examination?).
3. Avoid conclusions that limit opportunities for students and predictions about how
students will do in a program (e.g., the student will not be successful in graduate school).
Recommendations about what a student will need to do to be successful in their chosen
path are more helpful.
4. Avoid general statements such as “Typically, individuals with this FSIQ tend to be
successful at the two year college diploma level”. Rather, indicate what the student will
need to be successful in his/her program. Predictive statements are not helpful.
Psychologists are not fortune tellers.
5. Use assessment tools that are valid for the post-secondary population. For example,
reading passages need to be written at a level parallel to the requirements of postsecondary reading. Types of responses required also need to be similar to what is
encountered at the post-secondary level (e.g., multiple choice). Written language
assessment needs to take into account that students generally use computers rather than
handwriting. In addition, writing requirements in university are generally lengthy.
6. For reliable outcomes and optimal performance, assessment sessions should be short
(two-three hours maximum) and conducted over several days.
7. Results (the numbers) must be interpreted within the context of the student’s history, past
education, current education and performance, and other mitigating factors. Concurrent
validity of results must be established.
8. When a student performs poorly, even on one or two subtests, follow-up to understand
the underlying reasons is important. Asking the student what was difficult, doing further
testing, and interpreting the results in light of other information is critical. Ignoring those
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Disability Guidelines 13
results is not helpful. Similarly, ignoring uncharacteristically strong performance short
changes the student.
9. Base recommendations on the data and the diagnosis.
• The link must be clear to the student and service provider.
• Recommendations must be appropriate for the post-secondary environment (i.e.,
cognizant of timelines of programs, demands of the academic environment).
• If specific strategies or technologies are recommended, focus upon description of
the issue and the desired outcome (e.g., strategies to be learned, content to be
learned, type and/or purpose of technology) rather than on ‘brand’ names.
• If you are unable to determine the specific supports needed, providing in depth
descriptions of the student’s strengths, difficulties, and functional limitations and
recommending a referral for further specific assessment (e.g., strategies, adaptive
technology, medication) is helpful. It may also be helpful to speak with the
Disability Service Provider about possible supports.
• If a diagnosis is not made, an explanation for the student’s current difficulties
must still be provided and recommendations about ways in which the student
might address them must still be made. Recommendations for accommodations
or other disability-related supports should not be made without a diagnosis of a
disability.
10. Adding a qualifying statement in the report such as the one below emphasizes the
collaboration between psychologist and service provider.
The following recommendations should be utilized as part of the collaborative
process between the student and the Disability Office for determining the most
appropriate accommodations and support strategies, given the student’s abilities and
essential program requirements.8
11. The most useful assessment reports are clear, accurate, and of practical value to the
audiences for whom they are intended.
Morel, Pam & Holmes, Alana, “LD documentation and recommended accommodations for post-secondary
students with learning disabilities” Canadian Psychological Association, June 2006 (Northern Ontario Assessment
and Resource Centre, Sudbury, ON).
8
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Disability Guidelines 14
APPENDIX 6
Referrals for Specialized Assessments
(Often through Alberta Human Resources & Employment)
In all cases, the following questions need to be answered.
 “If there is a disability(ies), what are the functional limitations of this disability(ies) and
how do they relate to the supports being recommended?”
 “If no disability is diagnosed, what is the reason/cause for this student’s difficulties and
what can be done to help the student?”
Several key questions also need to be answered, given the requirements of a particular case.
1. When referring a student who has not been previously diagnosed with a disability:
 “Why is this student encountering difficulty in his/her post-secondary program?”
 “Is it due to a Learning Disability or to another disability?”
2. When an updated assessment is being requested:
 “Does this student still require supports for his/her disability?”
3. When a partial assessment is being requested:
 “How does this information help to better understand this student’s difficulties?”
 “Is a diagnosis of Learning Disability or other disability warranted given the
additional information?”
Debriefing following the assessment is a key part of the assessment process. The initial
debriefing session should be between the student and psychologist only (except where the
student requests that others be present). Further collaborative consultation regarding the
assessment results and recommendations with other involved professionals (e.g., DSP, funding
representatives, physician, strategists, etc.) is highly recommended.
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