Documentation Requirements and Guidelines

Students must submit comprehensive documentation of their disability, including a diagnostic statement from a qualified professional in the appropriate discipline. This documentation should address how the disability currently impacts the student’s access to the college, physically or academically.

  • Individualized Education Plans (IEP), Section 504 Plans, and Summary of Performances (SOP) are not accepted as sole documentation but should be submitted in conjunction in order to obtain the full situation of the student.
  • Accommodations that change the integrity of the material being taught or tested are generally not considered reasonable.
  • A prior history of an accommodation, without the demonstration of a current need, does not in and of itself insure the accommodation will be granted.

Guidelines

Students having a disability or need for access not covered in one of the categories  should contact us to discuss the type of documentation to submit.

Learning Disabilities

The most recent complete diagnostic evaluation from a qualified professional, generally a clinical psychologist, should be submitted. A partial psychological, consisting of select pages from a full report will be considered incomplete and cannot be accepted. The specific diagnosis must be included in the evaluation. Names of tests administered and the actual test scores must be included in the evaluation along with a discussion of the significance of the scores. How the disability impacts learning, recommendations for specific learning strategies, academic support services, any prescribed medications, as well as any other treatments should all be included in the psychological report. Reports must be current and should be based upon adult norms – thus a psychological evaluation from grade school would not be an acceptable form of documentation for an adult student at the college.

Attention Deficit Disorder

The most recent psychological evaluation or complete physicians report is required. A note from a students doctor stating the student has Attention Deficit Disorder and needs testing accommodations will not suffice as complete documentation.

Deaf, Hard of Hearing or Hearing Impairment

An audiological report from a licensed audiologist verifying the degree of hearing loss is required. Students that have attended a program for the deaf, hard of hearing or hearing impaired are encouraged to bring in documentation that describes the accommodations that have given them the best access to classroom communication, including any specific equipment.

Blind, Low Vision or Vision Impairment

A vision evaluation or consult completed by a licensed eye care specialist is required. Students that have attended a program for the blind, low vision or visually impaired are encouraged to provide documentation that describes accommodations, including specific equipment, that have given them the best access to classroom and course material.

Health Impairments, Physical Disabilities or Orthopedic Impairments

Students should provide an appropriate report discussing the impact of the disability upon access. Medical, occupational or physical therapy reports discussing the impact of the disability upon access are examples of appropriate documentation. Students needing access to specialized equipment may need to bring in information about the needed equipment so that items can be purchased, adapted, or set-up in a timely manner.

Traumatic Brain Injury (TBI), Neurological or Psychiatric Disability

Students should bring in a neurological, psychiatric or physicians report as appropriate on the evaluation and progress of the disability and how it affects learning and access to the college and courses.