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Regents Center for Learning Disorders

Georgia Southern Sweetheart Circle on Statesboro Campus

The Regents Center for Learning Disorders (RCLD) at Georgia Southern University is one of three Centers established by the University System of Georgia Board of Regents to provide assessments and resources, and conduct research, related to students with learning disorders. The RCLD offers comprehensive standardized assessments to students with learning problems in order to provide them with a better understanding of their strengths and weaknesses, to address specific requests for accommodations, and to make appropriate recommendations to facilitate their learning. Students attending any of the public colleges and universities in the state of Georgia are eligible for these evaluations. If you are interested in an RCLD evaluation, please contact your institution’s Office of Disability Services or contact the RCLD directly so that we can facilitate the referral process.

In addition to its individualized evaluation services, the RCLD also supports program and policy development for institutions within the University System by providing consultative services, workshops, and training and assistance to each USG institution’s Office of Disability Services. Additionally, the RCLD provides a unique setting for academic research and clinical training for Georgia Southern graduate students in psychology and related programs.

About the RCLD

The Georgia Southern University Regents Center for Learning Disorders (RCLD) is one of three centers across the state of Georgia established by the University System of Georgia (USG) Board of Regents to provide assessment, training, research, and resources related to students who have learning disorders that impact their functioning in the postsecondary academic environment. Learning Disorders commonly assessed by professionals at the RCLD include, Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorders, Learning Disabilities, Psychological Disorders, and Traumatic Brain Injury. The RCLD also has primary responsibility for policy development and the administration of a clearly-defined disability eligibility criteria at USG institutions, allowing otherwise qualified students with Learning Disorders to access appropriate academic accommodations and services.

The RCLD @ Georgia Southern University provides the following services:

  • Comprehensive standardized assessments for students with suspected learning disorders;
  • Review of documentation as submitted by referring institutions in support of student requests for accommodations;
  • Recommendations regarding appropriate accommodations and services;
  • Consultation, networking, and program development to assist students, faculty and staff at referring institutions;
  • Clinical training opportunities in graduate level psychology, education, and related programs; and,
  • Research focusing on assessment and accommodation of students with disabilities in postsecondary settings.

Political authority for the organizational structure, operations, and purposes of the RCLDs is found in the University System of Georgia Academic and Student Affairs Handbook, Section 3.11.

Area Institutions & Forms

RCLD- DSP Contacts Outside Review Request Form ADHD Verification Form

Resources

Association on Higher Education and Disability (AHEAD)
 

Founded in 1977, AHEAD is the premiere professional association committed to full participation of persons with disabilities in postsecondary education. AHEAD is a professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education. AHEAD delivers quality training to higher education personnel through conferences, workshops, publications, and consultation. AHEAD members represent a diverse network of professionals who actively address disability issues on higher educations worldwide, and in the field of higher education.

Center for Inclusive Design and Innovation (CIDI)

The Center for Inclusive Design and Innovation (formerly AMAC) began as an initiative of the University System of Georgia in 2005, to help postsecondary disability services offices provide complete, timely, efficient accommodations to print-disabled students, so they can be more independent and productive in their academic environments. CIDI has expanded over the years to combine decades of service and research, with its mission is to improve the human condition through equal access to technology-based and research-driven information, services, and products for individuals with disabilities. CIDI advocates for innovation and inclusivity in an ongoing process that is dedicated to the future of accessibility for all persons with disabilities. CIDI is housed at the Georgia Institute of Technology, College of Design.

 Attention Deficit Disorder Association (ADDA)


The Attention Deficit Disorder Association provide information, resources and networking opportunities to help adults with Attention Deficit Hyperactivity Disorder (AD/HD) lead better lives. They also provide hope, empowerment and connections worldwide by bringing together science and the human experience for both adults with ADHD and professionals who serve them. The website includes links to articles, book reviews, personal stories, interviews with professionals and other ADHD-related sites.

Collaborative on Postsecondary Education and Disability (CPED)

The Collaborative on Postsecondary Education and Disability (CPED) is a national leader in promoting access to postsecondary education for students with disabilities. Their work combines research-based evidence and professional training to inform the field and advance postsecondary education opportunities for students. Its mission of educating and supporting pre-professionals and professionals in acquiring evidence-based knowledge and skills to provide state-of-the-art practices in postsecondary services for students with disabilities is achieved through graduate coursework, an annual Postsecondary Disability Training Institute, research and model demonstration projects, conference presentations, and involvement and leadership in various professional, state, and national organizations. Initiated in 1984, the CPED is housed in the University of Connecticut Neag School of Education. CPED is internationally recognized as a major center for research, training, and professional development activities regarding postsecondary education and transition for students with disabilities.

DO-IT: Disabilities, Opportunities, Internetworking, and Technology

The DO-IT Program is a clearinghouse of information and resources for students, professionals, employers, veterans, and other individuals with disabilities, operated by the University of Washington Seattle.  The mission and goals for DO-IT are to 1) increase the success of people with disabilities in challenging academic programs and careers; 2) promote the application of universal design to physical spaces, information technology, instruction, and services; 3) freely distribute publications and videos for use in presentations, exhibits, and the classroom; and, 4) provide resources for students with disabilities, K-12 educators, postsecondary faculty and administrators, librarians, employers, parents, and mentors

Disability.gov

Disability.gov is the U.S. federal government website for information on disability programs and services nationwide. The site connects people with disabilities, their families and caregivers to helpful resources on topics such as how to apply for disability benefits, find a job, get health care or pay for accessible housing, select and prepare for going to college, and how to successfully make the transition from high school to college.  

Heath Resource Center


The HEATH Resource Center is a national online clearinghouse on postsecondary education for individuals with disabilities, operated by The George Washington University Graduate School of Education and Human Development. Currently, HEATH also serves as the official site of the HSC Foundation’s National Youth Transitions Center.

Heath participates in national conferences, training sessions, and workshops; develops training modules; publishes resource papers, fact sheets, directories, and website information; and fosters a network of professionals in the arena of disability issues. The HEATH Resource Center gathers and disseminates information to help people with disabilities reach their full potential through postsecondary education and training.

Learning Disabilities Association of America (LDA)


LDA is a non-profit organization of volunteers including individuals with learning disabilities, their families and professionals. The organization is concerned with effective identification and intervention, fostering research, and protecting individual rights. LDA believes that every person with learning disabilities can be successful at school, at work, in relationships, and in the community – given the right opportunities. LDA’s Vision is to promote a world where: 1) All individuals with learning disabilities are empowered to thrive and participate fully in society;

2) The incidence of learning disabilities is reduced; and, 3) learning disabilities are universally understood and effectively addressed. The mission of LDA of America is to create opportunities for success for all individuals affected by learning disabilities, and reduce the incidence of learning disabilities in future generations.

National Alliance on Mental Illness (NAMI)

NAMI is the nation’s largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness. NAMI advocates for access to services, treatment, supports and research and is steadfast in its commitment to raise awareness and build a community of hope for all of those in need. NAMI provides public education and information, family and consumer peer education and support, and advocacy activities to support the health and well being of persons with mental illness.

National Autistic Society


The National Autistic Society (NAS) is the UK’s leading charity for people affected by autism (including Asperger syndrome). NAS supports the rights and interests of all people with autism, provides information about autism and Asperger syndrome, and offers advice and support to communities, individuals and their families.

National Deaf Center on Postsecondary Outcomes


The National Deaf Center’s mission is to close the substantial gaps in education and employment that exist for deaf people in the United States and its territories. They are a technical assistance and dissemination center federally funded by the Department of Education’s Office of Special Education Programs (OSEP) and Rehabilitation Services Administration (RSA) to provide evidence-based strategies at the local, state and national levels. The National Deaf Center is located at the University of Texas at Austin, based in the Meadows Center for Preventing Educational Risk at the College of Education.

TEACCH Autism Program (Teaching, Expanding, Appreciating, Collaborating, Cooperating, Holistic)

TEACCH Autism Program is housed at the University of North Carolina, Chapel Hill, School of Medicine.  The TEACCH approach is a family-centered, evidence-based practice for autism, based on a theoretical conceptualization of autism, supported by empirical research, enriched by extensive clinical expertise, and notable for its flexible and person-centered support of individuals of all ages and skill levels. TEACCH approach includes a focus on the person with autism and the development of a program around this person’s skills, interests, and needs. The major priorities include centering on the individual, understanding autism, adopting appropriate adaptations, and a broadly-based intervention strategy building on existing skills and interests. The site provides information about autism and autism spectrum disorders, including transition information and success tips for new college students. The Vision is to be the global leader in developing, cultivating and disseminating community-based interventions for individuals with Autism Spectrum Disorder and their families.

U. S. Department of Education

The mission of the U.S. Department of Education is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. A number of pamphlets are available at their website to provide guidance on preparation for college and transition to postsecondary institutions for students with disabilities, parents of student with disabilities, educators, and other stakeholders

FAQs

Students eligible for evaluation at the RCLD @ Georgia Southern must be:

  • Currently enrolled in a University System of Georgia (USG) institution served by the RCLD @ Georgia Southern.
  • Admitted to one of the USG institutions served by the RCLD @ Georgia Southern https://ww2.georgiasouthern.edu/academics/rcld/files/GA-Southern-DSP-Contacts-2024-5.docx
  • Seeking special admissions review at one of the USG institutions served by the RCLD @ Georgia Southern.

  • Contact the Access Office or Office of Disability Services at your institution. Ask to speak with the Disability Services Professional (DSP) who is coordinating disability services for students at your college. Here is a link to the schools served by the RCLD at Georgia Southern https://ww2.georgiasouthern.edu/academics/rcld/files/GA-Southern-DSP-Contacts-2024-5.docx
  • Obtain a referral packet from the DSP.
  • Complete the referral packet and return it to the DSP, along with a payment.
  • The RCLD will contact you upon receipt of your referral packet, to schedule your appointment.

  • Contact the Access Office or Office of Disability Services at your institution. Ask to speak with the Disability Services Professional (DSP) who is coordinating disability services for students at your college.
  • Request a referral packet from the DSP. The DSP may refer you directly to the RCLD @ Georgia Southern to obtain the packet.  If so, contact the RCLD at (912) 478-0100 to request a referral packet.
  • Complete the referral packet and return it to the RCLD, along with payment.
  • The RCLD will contact you upon receipt of your referral packet, to schedule your appointment

  • The total cost of the evaluation is $500.
  • RCLD evaluations are a thorough assessment of cognitive processes and academic strengths and weaknesses.

Achievement tests measure functioning in traditional academic areas, such as reading, writing, and mathematics. Test results reveal academic strengths and weaknesses.

Intelligence is a measure of potential. It is not a measure of specific academic skills, but of underlying cognitive processes including: Attention, Fluency/Automaticity, Language, Memory/Learning, Phonological/Orthographical Processing, and Visual Spatial/Perceptual Reasoning.

Testing is very interactive and includes a variety of tasks. The evaluation typically takes from one to two days, depending on the student and his/her needs.

  • Students get a thorough evaluation that facilitates the transition to college, and meets BOR criteria at all USG institutions.
  • The RCLD has established relationships with Disability Service Providers at each of USG institutions in our service area.
  • The RCLD professional staff has experience providing recommendations and accommodations specific to college students.
  • The evaluation is conducted by a professional team of experts that include a licensed psychologist, school psychologists, and a neuropsychologist.
  • Comprehensive evaluations at the RCLD include assessment of cognitive, academic, attention, and social-emotional functioning.

  • Test results can help to identify strengths and weakness, thus helping you to choose an appropriate college major.
  • Evaluation results will help the student to capitalize on individual academic strengths, and understand academic weaknesses.
  • Test results can help to facilitate referrals to the appropriate academic, career, and personal resources at the your institution.

Yes, your information and results will not be shared with anyone without your consent.

If you have been tested within three years of the time you will access accommodations at you USG institution, you may submit your evaluation results to the Disabilities Service Provider (DSP) at your college/university, to find out if it meets the USG criteria for documentation of a disability. If it does meet criteria no further evaluation is necessary. If it does not meet criteria, the DSP will explain what additional testing is necessary in order for your documentation to meet USG guidelines.

Maybe. Vocational Rehabilitation (VR) has their own set of guidelines for determination of eligibility for VR services. You should contact the VR office in your local area to talk to a VR counselor.

See this link https://www.usg.edu/academic_affairs_handbook/section3/C793/ for additional information.

You may contact the RCLD Liaison/Consultant [Anna Marie Reich] for answers to additional questions, or to get further information about services and support available through the RCLD @ Georgia Southern University:  (912) 478-0100 or areich@georgiasouthern.edu.