Disability Support

Procedure for Registering

Students who claim learning, psychological or physical disabilities should register with Disability Services upon admission or as soon as the diagnosis of disability is made. The student will be asked to complete the disability registration form and present documentation that verifies disability and includes information about the impact of the disability and provides suggested accommodations intended to mitigate the impact.  '

Disability accommodations are determined on a case-by-case basis. Students requesting accommodations are expected to meet with the Disability Support Coordinator to review documentation and to develop a reasonable and appropriate accommodation plan. Meetings can also happen periodically throughout the semester to assess the efficacy of the accommodations being provided. 

The Disability Support Coordinator provides registered students with letters outlining their approved accommodation plan which students then present to faculty. The student is responsible for meeting with the instructor to review the contents of the letter and for arranging particular in-class accommodations. The Coordinator is available to help facilitate the logistics of particular accommodations, when necessary.

The particular accommodations afforded a student will be determined jointly by the student and the Disability Support Coordinator through a dynamic process that includes professional recommendations, student history, and current academic requirements.  What is considered appropriate for one student may not be considered appropriate for another student. The College reserves the right to refuse particular accommodations if other accommodations will serve the student's needs equally as well and place less of a burden on the College. Expand for more. Expand

Documentation Guidelines

Generally, the documentation provided must be no more than three years old, completed by a qualified professional, and include the following information:
  • a specific diagnosis
  • information about the onset, longevity, and severity of symptoms
  • an explanation of how the disability and/or related medications or treatments interfere with or limit a major life activity, including participation in courses, programs, and activities of the College
  • a list of recommended accommodations intended to mitigate the functional impact of the disability in a college setting
If this documentation is inadequate in content or scope, additional documentation may be required. The cost of obtaining documentation is the responsibility of the student. 

Although an IEP or 504 Plan from high school is helpful in understanding the types of accommodations that have been provided in the past, these alone do not constitute adequate documentation. The original evaluations, which meet the above guidelines, must be provided.

For learning disabilities, neuropsychological and psycho-educational testing should utilize adult testing criteria and norms.

Examples of testing used to show functional impact for learning disabilities include, but are not limited to the following:
  • Wechsler Adult Intelligence Scale III (WAIS-III)
  • Kaufman Adolescent and Adult Intelligence Test
  • Woodcock-Johnson Psychoeducational Battery III
  • Stanford Test of Academic Skills
  • Wechsler Individual Achievement Text (WAIT)