Academics

Office of Learning Accommodations

Supporting Every Student's Potential

About the Office of Learning Accommodations

The Office of Learning Accommodations (OLA) partners with students, families, and faculty to ensure that all students with documented physical, psychological, and learning differences have equitable access to a rigorous academic program.

We work collaboratively to remove barriers, provide appropriate supports, and foster student independence, confidence, and success in and out of the classroom.

Frequently Asked Questions

List of 5 frequently asked questions.

  • Who we serve

    We provide accommodations for students with documented physical, psychological, and learning differences, including but not limited to:  Learning Difference, ADHD, Psychological and Psychiatric Conditions

  • How we serve

    We take a student-centered, collaborative approach, considering each student's unique strengths, needs, and goals.

    Accommodations are designed to provide equitable access to learning while maintaining the academic standards and expectations of La Salle Academy.

  • What documents and records are needed to receive support?

    To be considered for learning accommodations, we require comprehensive, current documentation from a qualified professional.

    The documentation must include the following components:

    1.  Diagnostic Statement
    • A clear, specific diagnosis on the professional's official letterhead, signed by a licensed and qualified professional who is authorized in their field to make the diagnosis.
    • The diagnosis should be based on established criteria (e.g., DSM-5) or other recognized diagnostic standards.
    2.  Comprehensive Evaluation
    • When applicable to the condition and accommodations requested, provide the complete neuropsychological, psychoeducational, psychological, medical, or other relevant evaluation, including:
    • Standardized test results with all assessment scores
    • Interpretation of results
    • Narrative summaries (not just a diagnosis page or score sheet)
    3.  Functional Limitations
    • A clear explanation of how the documented condition substantially affects the student's access to learning, assessments, or participation in the school environment, including specific examples (e.g., processing, memory, attention, executive functioning, reading, writing, math, organization, social-emotional, or physical needs).
    4. Recommended Accommodations
    • Specific, individualized accommodations recommended by the evaluator, with a clear educational rationale explaining how each accommodation directly addresses the student's documented functional limitations and supports their access to the curriculum.
    5.  Currency of Documentation
    • Evaluations completed within the past three years are preferred as a general guideline. If an evaluation is older, we may request updated information or a supplemental statement from the qualified professional to confirm the student's current needs and the continued need for accommodations.

  • What are "Learning Accommodations?"

    Learning accommodations are specific supports or adjustments that help students with documented disabilities access the curriculum and demonstrate their learning.

    Accommodations do not change what a student is expected to learn; rather, they remove barriers so that each student can fully participate in classroom learning, assessments, and school activities.

  • Do you have more questions?

    If you have questions about the documentation process or would like to discuss your student's needs, please feel free to reach out. I am happy to help.

    Contact: Kit Baker, M.S., Ed.D.
    Director of Learning Accommodations

The following documents are required for enrollment review

List of 5 frequently asked questions.

  • Diagnostic Statement

    • A clear, specific diagnosis on the professional's official letterhead, signed by a licensed and qualified professional who is authorized in their field to make the diagnosis.
    • The diagnosis should be based on established criteria (e.g., DSM-5 for psychological/psychiatric conditions or other recognized diagnostic standard for medical or learning conditions.

  • Comprehensive Evaluation

    When applicable, provide the complete neuropsychological, psychoeducational, psychological, medical, or other relevant evaluation, including:
    • Standardized test results with all assessment scores
    • Interpretation of results
    • Narrative summaries of cognitive, academic, executive functioning.

  • Functional Limitations

    • A clear explanation of how the diagnosed condition substantially impacts the student's access to learning.
    • Descriptions of the limitations in the school environment, including specific examples (e.g., processing, attention, memory, executive functioning, reading, writing, math, organization social-emotional, or physical needs).

  • Recommended Accommodations

    • Specific, individualized accommodations recommended by the evaluator, with a clear educational rationale explaining how each accommodation directly addresses the student's documented functional limitations and supports their access to the curriculum.

  • Current Documentation 

    • Evaluations completed within the past two years are preferred as a general guideline.
    • If an evaluation is older, we may request updated information or a supplemental statement from the qualified professional to confirm the student's current needs and the continued need for accommodations.
612 Academy Avenue, Providence, RI 02908  Phone: 401-351-7750
La Salle Academy is a high school rich in history and grounded in the person and teachings of Jesus and the Catholic faith, which are core to the school's life and culture. The De La Salle Middle School provides a strong holistic foundation for students to transition into high school. The high school and middle school provide students of diverse ethnic, economic, and religious backgrounds, a community to foster growth in the tradition of St. John Baptist de La Salle’s ideals of faith, service, and community.