Abstract
Students with specific learning disabilities (LDs) must present documentation of their disability to receive academic supports and services at the postsecondary level. The purpose of this study is to examine the quality of disability documentation being provided by students entering postsecondary education in a Canadian setting and, in doing so, to better evaluate the quality of diagnostic protocols in elementary and secondary school. Disability documentation provided by 247 students applying to receive academic supports was examined at three postsecondary institutions in Ontario. Results indicate that only half of students provided documentation including a psychological report, with the remainder providing either no documentation or school-based identification protocols. Most documentation was incomplete and did not include a clear diagnostic statement, indicating problems with the disability documentation provided by students with LDs in Ontario. Recommendations for improvement of documentation and diagnostic practices at the elementary and secondary schooling levels are discussed.
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