In order to provide academic supports and accommodations for a learning disability an up-to-date (completed within the last 5 years) psychoeducational assessment report (including scores reported in standard score or percentile format) based on standardized adult-normed tests is required from a qualified professional, usually a psychologist.
A student's needs can vary over the course of their education and development. An up-to-date assessment ensures that the most appropriate and relevant supports and accommodations are implemented to facilitate the student's functioning at their potential in a postsecondary learning environment. Although not learning disabilities per se, symptoms associated with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder have the potential to impact a student's learning and academic experience. As a result, an assessment that documents their cognitive, academic and socioemotional functioning (as well as relevant recommendations) allows students with these symptoms to access supports that are tailored to their needs. If a full assessment is unavailable, we will consider documentation that follows the CADDRA guidelines (information below).
Although the nature of the assessment will vary somewhat according to the learning issues, in general the following areas should be assessed and addressed in the report:
A: Intellectual Skills (WAIS-IV is preferred but WJ-IV COG, Kaufman Adolescent and Adult Intelligence Test, Stanford Binet Intelligence Scales 5 th Edition, Reynolds Intellectual Assessment Scales are acceptable; screening measures of intellectual functioning such as WASI-II or KBIT-2 are not sufficient )
B: Attention, Learning & Memory Skills (e.g., WMS-IV, CVLT-3, RAVLT, ROFDT, PASAT, CPT-3)
C: Executive Functioning Skills (e.g., D-KEFS, WCST, Category Test, Trail Making Test)
D: Auditory Processing/Phonological Skills (e.g., TOPA, CTOPP, Auditory Processing from WJ-IV COG)
E: Academic Skills (e.g., WIAT-III, WJ-IV ACH, TOWL-2, NDRT; screening measures of academic skills such as WRAT-5 are not sufficient )
F: In addition, because other psychological disorders (e.g., anxiety or mood disorders such as major depression, generalized anxiety or post-traumatic stress disorder) or socioemotional factors have the potential to impair academic performance and/or learning some measure of emotional functioning needs to be included.
G: A comprehensive biopsychosocial history as well as behavioral observations made during the assessment and collateral data are also crucial components to a comprehensive assessment report. This is especially true when there is an ADHD condition in which case care needs to be taken to document the onset and course of ADHD symptoms over time as well as the impact (as relevant) of medication. Rating scales (e.g., Conners' Adult ADHD Rating Scales, Behavior Rating Inventory of Executive Functioning-Adult) may be used to provide data but cannot be the sole source of information or diagnosis.
Please note that the results from an assessment should strongly confirm the presence of a disability. One or two isolated instances of relatively weak subtest scores do not necessarily constitute a learning disability. Furthermore, any recommendations for academic accommodations should be clearly connected to the strengths and weaknesses documented in the report.
CADDRA Guidelines - Documentation which includes:
· A comprehensive physical history paying particular attention to disorders that may mimic the symptoms of ADHD - blood tests may be ordered to rule out any thyroid and kidney issues.
· A personal and family history of mental health disorders paying particular attention to disorders that may mimic the symptoms of ADHD -anxiety disorders, mood disorders, substance abuse issues and personality disorders.
· A personal and family history of cardiac issues.
· A review of childhood symptoms - for a diagnosis to occur symptoms must have been present by the age of 12. If possible, a review of old report cards or a discussion with parents can be helpful.
· Rating scales of symptoms completed by the adult being assessed and a significant other -those with ADHD are not always best at recognizing their own symptoms and areas where they have difficulties in functioning.
More info can be found at:
Additional info for your physician can be found at:
Report recommendations are only guidelines, however, and not binding on the university. As with all disability related academic and service accommodations, the university's professional staff in consultation with the student will make final decisions on appropriate accommodations.
If you already have a diagnostic psychoeducational report you should submit it when you make an appointment to meet with Meighen Centre staff or send us a copy of your report (mail, fax, or scanned and by e-mail) as soon as you receive your letter of acceptance. This will give us time to read your report and let you know if your report conforms to our requirements. If it does not, this may give you the time to update your testing before the beginning of the semester.
Students with disabilities from around the world attend Mount Allison University. If you have documentation of your disability from your home country, you should bring it with you. If you have questions or concerns please contact us ahead of time by e-mail or phone.
Students visiting from other universities
If you are coming to Mount Allison from another university for a term or two, the Meighen Centre will attempt to provide a level of support equivalent to that received at your home university. We need a letter from your home university disability service provider that outlines your disability status, and specifies what accommodations they provided. If you have concerns, please e-mail us or call ahead of your arrival to discuss any questions you might have.
The Director of Accessibility and Student Wellness is available to consult with students, parents and diagnosticians regarding any of these guidelines.