Friends of Quinn

As every department store is reminding you, it’s back to school time. Whether this thought fills you with joy or despair, if you are starting your junior or senior year in high school, now is the time to be thinking about your future after high school. And if that future includes going to college, the time to prepare is now.

When you get to college, will you need any of accommodations or services? If you have an Individualized Education Program (IEP) or 504 plan (usually recommendations for students with ADD who do not meet specific criteria to qualify as “learning disabled”), you probably already have some sort of accommodations such as extended time for tests, use of assistive technologies, or a notetaker. Perhaps you are fortunate enough to attend a school that meets your individual needs without requiring an IEP or 504 plan. Regardless, to receive these accommodations in college, you will need to provide documentation, generally what is known as a psycho-educational evaluation.

Colleges and universities with programs for students with LDs require documentation based on a formal evaluation within the last three years. Up until 1997, federal law required IEP testing every three years, but it is no longer mandated. If you are a junior or a senior and have not been tested within the last year, you, your parents, and your guidance counselor should advocate for updated testing. In some cases, your family may have to arrange for a private evaluation, an increasingly pricey process ($500 to more than- $2,000). On the other hand, if your IEP states that the college is a goal, it should provide for new testing before graduation. I cannot overemphasize the importance of advocating for these services. If someone does not speak up, getting current testing may be overlooked.

Colleges and universities do not use one standard set of documentation. However, the majority of schools follow guidelines developed by the Association for Higher Education and Disability (AHEAD). Most institutions will ask for evaluations that use both ability and achievement tests. Here are the most commonly accepted tests as well as some that are unlikely to be accepted.


Commonly Accepted Ability Tests

WAIS –Wechsler Adult Intelligence Scale, the “gold standard” for colleges and universities

WJ-COG – Woodcock-Johnson Tests of Cognitive Abilities, accepted by most schools that accept the WAIS

SB - Stanford-Binet, an old workhorse, probably acceptable but not as commonly used as the WAIS and WJ

KAAIT - Kaufman Adolescent and Adult Intelligence Test, contemporary, but not as commonly used as the WAIS and WJ

WISC - Wechsler Intelligence Scale for Children, if it’s the most recent testing, it’s probably too old or inappropriate for a high school student


Commonly Accepted Achievement Tests

WJ-ACH - Woodcock-Johnson Tests of Achievement, the achievement tests students are most likely to be given

WIAT or WIAT-II - Wechsler Individual Achievement Test, more likely from a private evaluation

ND - Nelson-Denny Reading Test, often part of the package from diagnoses of dyslexia

SATA – Scholastic Abilities Test for Adults, newer test, not common but probably accepted


Tests to Avoid (not commonly accepted by colleges)

WRAT - Wide Range Achievement Test, not recommended in the AHEAD guidelines because it is not a comprehensive measure

K-BIT - Kaufman Brief Intelligence Test, not a comprehensive measure

SIT-R - Slosson Intelligence Test-Revised, also not a comprehensive measure


This information is taken from Henry’s book, "Self-Advocacy for Students with Learning Disabilities: Making It Happen in College and Beyond", available from most online retailers.