Often eligibility for identification as learning disabled has to be re-established to qualify for SAT test accommodations or to qualify for LD SUPPORT SERVICES at a college or other post secondary school

At the post secondary level, the emphasis in defining eligibility often shifts from an ability-achievement discrepancy model to an ability-ability or achievement-achievement discrepancy model:

ability-ability models would establish that a student has a significant discrepancy between at least two of what the law calls "psychological processes".

achievement-achievement models would establish that a student have a significant discrepancy between at least two achievement areas.

the rationale for this shift is that gradations of achievement become more difficult to measure at the end of schooling and thus ability-achievement comparisons would be harder to interpret

Post secondary eligibility rests on demonstrating that a student's difficulty constitutes a substantial limitation of a major life activity. This must be argued in an evaluation that justifies the presence of a learning disability, explains the nature of the disability and explains why it necessitates accommodations.

Students are responsible for providing their own documentation.

Legal rights of post secondary students are not protected under IDEA but they are protected under: Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and Civil Rights Restoration Act