{
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            "text": "organizing and sequencing ideas; frequent spelling errors; difficulty taking notes; low math reasoning; problems with basic math operations; poor study skills; difficulty organizing, planning, and completing tasks. With reasonable classroom accommodations and individualized learning strategies, students can generally learn to compensate for these problems and manage their academic expectations competently."
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            "text": "It is recommended that students with learning disabilities who are preparing to enter UK register with the Disability Resource Center (DRC) soon after acceptance. The DRC can play a vital role in providing students with information, strategies, other campus resources, and support to improve their efforts in making these transitions and completing their educational degree programs."
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            "text": "A current, comprehensive psycho-educational report or other psychological or medical assessment using adult measures and including complete results, with full tables of subtests and standard scores, is required. Professionals conducting assessments of learning disabilities must be credentialed or licensed psychologists or related professionals and have experience in the assessment of learning disabilities in adolescents and adults. We require this information to be current, preferably not more than three years old. Providing this information and having a history of the disability in elementary or secondary school does not automatically guarantee that one will receive the requested services. The information is evaluated for validity by qualified University personnel with current expertise in LD evaluations and professionally accepted criteria for diagnosing the disability. If one does not have current documentation, a testing service is available on campus for a fee. Professionals in the community also provide testing services."
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            "text": "Current documentation should validate the need for services based on the individual's current level of functioning in the educational setting. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing, and a diagnosis. The psychological and educational assessment report should include a complete profile of test results, including subtest scores, reported in standard scores. Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery which does not rely on any one test or subtest. Minimally, the domains to be addressed must include the following:"
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