Fraudulent Disabilities A Concern To NCAA

By Josh Barr
Washington Post Staff Writer
Saturday, June 30, 2007

Recent rules passed by the NCAA to crack down on academic fraud by student-athletes allow significant latitude to students with diagnosed learning disabilities, and college administrators expect that some academically struggling athletes may seek to attain their athletic eligibility by obtaining fraudulent diagnoses.

In late April, the NCAA took aim at fraudulent prep schools, or "diploma mills," by ruling that, beginning with the high school senior class of 2008, incoming student-athletes must have completed 16 core courses, two more than previously required, at least 15 of which must be completed in their first four years after enrolling in high school. The rule ostensibly prohibits the practice of "fixing" an academically deficient high school transcript by fulfilling all missing requirements during a year in prep school.

However, students with diagnosed learning disabilities are allowed to take core coursework up until they enroll in college, with no time limitations -- essentially an exemption from the rule.

"There's no question it's out there," said Gary Roberts, the faculty athletic representative at Tulane and a member of the NCAA's Academics/Eligibility/Compliance Cabinet. "Anytime you have a program designed to give some sort of special accommodation for any class of people, there are going to be people who fraudulently try to become a member of that class so they can get benefits they're not entitled to."

Learning disabilities "will be the next area our committee will have to address," said Kim Callicoatte, chairman of an NCAA subcommittee on initial eligibility issues. "It's a floodgate where we're stopping up holes and there are always going to be additional holes some people will try to get through."

The first step toward receiving this accommodation is obtaining a diagnosis. According to NCAA spokesman Erik Christianson, the organization will accept a diagnosis from "a licensed or otherwise properly credentialed professional who has undergone appropriate and comprehensive training and has relevant experience."

"We receive LD diagnoses from psychiatrists, psychologists, pediatricians, neurologists and social workers," Christianson wrote in an e-mail.

The most common learning disorder in childhood is Attention Deficit Hyperactivity Disorder, which occurs in an estimated 3 to 5 percent of school-age children, according to the National Institute of Mental Health. ADHD usually becomes evident during childhood, and the median age for onset is 7, although ADHD can persist in later years and sometimes into adulthood, according to the NIMH.

Various forms of dyslexia and other disorders associated with reading comprehension also are common for those seeking to obtain the LD designation.

Before granting a student-athlete learning disabled consideration, the NCAA requires a signed copy of the most recent diagnosis, diagnostic test results and an individual education plan (IEP) designed by the school district for the student. For students attending private school, the IEP can be replaced by a statement of accommodations on school letterhead. The NCAA then notifies the Clearinghouse, which is responsible for certifying initial eligibility, that the student is learning disabled and allowed to receive the special considerations afforded to such students.

Said Bridget Niland, an assistant professor at Daemen College in Amherst, N.Y., and a former associate director of membership services for the NCAA: "There has always been a question about whether [diagnoses] have been legitimate or not. But when someone gives you a diagnosis, it's a diagnosis and you can't really refute that."

While obtaining a learning-disability diagnosis in the latter stages of high school might raise a red flag for some -- one local college athletic administrator dubbed the disorder "NBA DD" -- the diagnosis also could be legitimate, cautioned Diane Dickman, the NCAA's managing director of membership services. Dickman suggested that a student could be hindered by a undiagnosed learning disability throughout his or her schooling.

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