Learning Disability Documentation Decision Making at the Postsecondary Level

Abstract

Students with learning disabilities (LD) transitioning from secondary school to postsecondary education must submit documentation verifying the existence of a disability and that describes a current and substantial limitation to learning. Preparing acceptable documentation can be a challenge for secondary personnel because of differing laws at the secondary and postsecondary levels and because of variation in the type of data required by each school. This study presents the results of a survey of 183 postsecondary disability service providers related to frequently required components of LD documentation. Although a clear diagnosis of LD was required by most respondents, there was variation in regard to other key components. Implications and suggestions for secondary transition practice are presented.