To become eligible for support services at the postsecondary level, students with learning disabilities (LD) must submit documentation to verify the existence of a specific LD. The documentation submitted over a 5-year period by 415 students to a large public research university that offers a comprehensive program for students with LD was examined. An analysis of the documentation indicates that serious problems exist in the type and quality of evaluation reports. Problems include flaws in the comprehensiveness of the assessments, and the use of questionable instruments for this population. Recommendations for establishing guidelines for acceptable documentation are offered.
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