Students applying for services and accommodations on the basis of a learning disability must submit a comprehensive report of a psychoeducational assessment performed by a qualified professional (e.g., licensed psychologist, school psychologist, neuropsychologist, learning disabilities specialist). The assessment should be reasonably current, that is, one that was completed in the junior or senior year of high school or as an adult. In accordance with the guidelines developed by the Association on Higher Education and Disability (AHEAD), the psychoeducational assessment should contain:

• Aptitude – a complete intellectual assessment with all subtests and standard scores reported. The Wechsler Adult Intelligence Scale (WAIS-3) with scaled scores and percentiles and/or the Woodcock-Johnson III Tests of Achievement with standard scores and percentiles are the preferred instruments.
• Academic Achievement – a comprehensive academic achievement battery with all subtests and standard scores reported for those subtests administered. The battery should include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics and oral and written language. Acceptable instruments include: the Wechsler Individual Achievement Test (WIAT) or specific achievement tests like the Nelson-Denny Reading Test and the Woodcock Reading Mastery Tests Revised.
• Information Processing – specific areas of information processing (e.g., short and long term memory, sequential memory, auditory and visual processing, processing speed, executive functioning, and motor ability). Use of subtests from the WAIS-3, and/or the cognitive portion of the Woodcock-Johnson III Tests of Achievement are acceptable. Additional testing such as the Wechsler Memory Scale (WMS-3) designed to assist in corroborating the existence of processing disorders as identified by the WAIS-3 or the WJPEB-R Part 1 is recommended.
• Conclusions – the report should conclude with a clinical summary which brings the supported judgment of the person conducting the assessment to bear in stating a diagnosis and suggesting accommodations that would be appropriate to the relative learning deficits and strengths of the student.