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WAYS THAT YOU CAN HELP YOURSELF
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1. Many students with disabilities come to college and do not anticipate needing any accommodations or support services. However, you will still need to register with the Office of Disabilities Services (located in the Academic Success Center) and present your documentation to the Director, who will discuss the support available to you should you need it at any time. Your documentation will be kept in your confidential file and will not be released to or discussed with anyone without your written permission.

2. Learn all you can about your specific disability and be able to explain to your professors the reason for requesting an accommodation such as extended time on an examination.

3. If you require classroom accommodations of some kind, schedule an appointment with your professor early in the semester to discuss this. For instance, don’t wait until the day before the first test to request a special testing accommodation.

4. If you need to tape record lectures, ask permission of the professor before doing so as a courtesy. Be sure to explain why you need this modification and how you will use the tape to enhance your learning.

5. Take notes simultaneously while tape recording. Indicate questions in the margin when material is unclear. If your tape recorder has a counter, set it at zero at the beginning of the lecture, and note the counter number in the margin next to your question. Be sure to label every tape before you begin recording (for example, Psychology 101, 9/22/97, Side 1).

6. Listen to the tape, rewrite your notes and highlight key concepts as soon after class as possible. Comparing your notes with those of a study partner can help you fill in gaps.

7. Copy your notes over if necessary (this will also help you remember them). Keep a running list of important terms, key concepts, major events, formulas, dates, etc.

8. Complete reading assignments prior to class. Associating the lecture with the readings is a lot easier than listening to the lecture “cold.” In addition, you will be better prepared to ask questions and participate in class discussion. Professors value the active participation of students who come to class prepared.

9. Attend all classes. Copying someone else’s class notes is no substitute for hearing the lecture and participating in class.

10. Preview new material and review your notes from the previous lecture before each class.

11. Sit toward the front of the class. You can hear and see better and you are more likely to pay attention and less likely to be distracted.

12. Get a planner and use it. The Academic Support Center staff can assist you in getting organized and developing good time management skills.

13. If you have trouble recognizing and correcting spelling errors in your writing, it is important to use a word processor with a spell checker to identify misspelled words. Grammar checkers are also useful in identifying inappropriate prepositions and word choices, errors in punctuation or poor sentence structure. However, computers cannot catch every error. Find a friend or request a tutor who can help you proof papers before you hand them in.

14. If you are having trouble in a specific course, do not wait until you are in danger of failing to request assistance. Come to the Academic Support Center as soon as you feel you are falling behind and request help. A free tutor can be provided in almost any subject. The Center staff can also help you develop good study skills.

15. Be aware of Drop-Add options and deadlines to adjust your schedule. Use them to your advantage to enhance success, and don’t miss an opportunity to help yourself because you were unaware of a deadline. The current semester’s Academic Calendar is always printed on the front of the Schedule of Classes newspaper.

16. Work with others to inform and sensitize the student body, faculty, administration and staff about disabilities. Participate in student groups, organize a student panel, or write an article for the S.U.N.

18. Watch for workshops scheduled by the Academic Support Center and take advantage of them. These are always advertised well in advance in the S.U.N. and on flyers posted throughout the campus.

SHENANDOAH UNIVERSITY POLICY ON ACCOMMODATION OF PERSONS WITH DISABILITIES
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Shenandoah University recognizes the mandates of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by adopting this policy which directly reflects the requirements of these acts.

It is the policy of Shenandoah University that no otherwise qualified individual is denied reasonable and appropriate access to or participation in any program or activity of the University because of a disability.

Pursuant to this policy, the University employs a Coordinator of Disabilities Services as a resource for students, faculty and staff. Individuals who believe they have a disability covered under either of the acts named above may document the disability and request assistance from the Coordinator. Faculty and staff charged with assisting those with disabilities may utilize the services of the Coordinator as a source of expertise and assistance.

SUPPORT SERVICES FOR ALL STUDENTS
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Placement Testing - all entering students take diagnostic placement tests in mathematics. Based on the results, students are placed in appropriate level courses. Students who have documented disabilities may request to take the placement test with accommodations. Please provide timely prior notification. If students desire to take the math placement test without accommodation, the results will be evaluated with consideration given to the disability. If the student disagrees with the results, the student may retake the test with accommodations. Placement will be based on the second test.

Academic Support Center - the Academic Support Center offers students a variety of support services which will foster the development of skills for academic success. The goal of the Center is to help students become more effective and successful learners. The following topics are presented through workshops or on an individual basis: time management, study skills, test taking strategies, math skills, reading skills, writing skills, test anxiety and stress management.

Peer Tutoring - free peer tutoring is offered to all students. Tutoring can be arranged for almost any course and should be requested through the Academic Support Center.

Career Services (Career and Leadership Development Center) - offers help in clarifying long range career goals. Services include individual career counseling, resume writing, job search strategies, and information on graduate schools.

Counseling (Wellness Center) - offers a variety of confidential services including individual and group counseling to assist the student in problem solving, learning new skills and growing more confident and competent as a person.

Health Services (Wellness Center) - offers the services of a full-time registered nurse and part-time physicians.

Services for students with disabilities are coordinated through the Office of Disabilities Services, located in the Academic Support Center (Howe 106). Documentation by a qualified professional must be presented to the Coordinator, who will discuss services and accommodations which may be needed. Students are also expected to meet individually with their professors to discuss their needs.

GRIEVANCE PROCEDURE
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In the event that specific complaints arise regarding the University’s compliance with the Americans with Disabilities Act of 1990, the Coordinator of Disabilities Services will, at the request of students, faculty or staff, review the procedures implemented and seek to resolve the matter informally. To the extent that the complaint(s) cannot be resolved informally, the following procedures shall be employed in order to address the grievance formally.

1. A student wishing to file a complaint shall submit a written grievance to the Coordinator of Disabilities Services within 30 calendar days of the event(s) triggering the grievance. The written grievance must include:

a. a clear statement of the University rule, regulation, policy and/or action of which the student complains;

c. a summary of the action(s) which the student has taken to resolve the matter informally;

The Coordinator will forward this to the appropriate administrator as designated by the President.

2. The appropriate administrator shall meet with the student within 5 class days of the receipt of the grievance to gather data and attempt resolution.

3. If this meeting does not resolve the grievance, the appropriate administrator shall conduct an informal investigation of the grievance. In cases where the grievance is about the conduct or requirements of a course or an academic program, the appropriate administrator shall consult with the faculty member responsible for the affected course or academic program, and meet with and seek advice from the Advisory Committee on Disability Issues, consisting of at least one faculty representative from each school and one student. One of the faculty participants must be from the school responsible for the course or academic program from which the grievance originated.

4. The appropriate administrator shall furnish a written response to the grievance no later than 15 class days after the meeting with the student. The written response shall be mailed to the student by certified mail, return receipt requested.

1. If the student is not satisfied with the written response from the appropriate administrator, he/she may present the grievance in written form to the Vice President for Academic Programs within 10 class days after the receipt of the response from the appropriate administrator.

2. The Vice President for Academic Programs or designate shall, within 15 class days after the receipt of the grievance, schedule and conduct a meeting with the student and other persons involved in the grievance.

3. After the investigation is complete, the Vice President for Academic Programs or designate shall issue a written answer to the complainant within 15 class days from completion of the meeting(s) with the student and other persons.

4. If the grievance involved conduct or requirements of a course or academic program, a copy of the written decision of the Vice President for Academic Programs or designate shall be provided to the Advisory Committee on Disability Issues, the Dean and the department head in the school involved and to the professor of the course.

5. The Coordinator of Disabilities Services shall maintain the files and records relating to the complaints filed.

6. The right of a person to prompt and equitable resolution of a grievance shall not be impaired by the person’s pursuit of other remedies such as filing a complaint with a responsible federal department or agency. Although individuals have the right to pursue appeals through external channels, they are encouraged to use internal mechanisms to resolve disagreements.

1. If the Vice President for Academic Programs or designate is unable to offer a satisfactory resolution, the student may appeal to the President of the University, whose decision is final.

RIGHTS AND RESPONSIBILITIES
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* The right to identify and evaluate abilities, skills and knowledge needed for success in its programs.

* The responsibility to see that all recruitment information and activities are available in accessible formats and facilities.

* The responsibility not to exclude students with disabilities from any course, program of study or activity, and to hold programs and activities in the least restrictive environment that is appropriate for the individual student.

* The responsibility to evaluate applicants solely on their abilities, and to seek reasonable alternatives if the evaluation method is discriminatory.

* The responsibility to modify examinations and other means of evaluating students if they discriminate against students with disabilities. Tests may be given orally if students with learning disabilities or physical impairments are unable to show their true mastery of the course content on a written test. Tests designed to measure specific skills related to essential course goals are permitted even if the skills are impacted upon by the disability.

* The responsibility to provide auxiliary aids, such as taped texts, interpreters, readers and adaptive equipment for students with disabilities. The University is not required to provide attendants, individually prescribed devices, or other devices or services for personal use or of a personal nature.

* The responsibility to provide housing for students with disabilities that is comparable to housing provided to students without disabilities.

* The responsibility to assure that social organizations which receive support from the University are prohibited from discriminating on the basis of a disability.

* The responsibility to provide personal, academic and career counseling to students with disabilities. These services are prohibited from counseling students with disabilities toward more restrictive career goals than are nondisabled students with similar interests or abilities.

* The responsibility to provide financial aid, including work study, to students with disabilities, just as it is available to students without disabilities.

* The responsibility to make reasonable accommodations for students with disabilities in the instructional method and evaluation of a course. The University has the right to select among equally effective accommodations, and to refuse an accommodation which is deemed unreasonable or constitutes an undue burden on the University.

* The right to an equal opportunity to participate in and benefit from programs at Shenandoah University, including services such as counseling and career services, health services, housing, co-curricular activities and transportation.

* The responsibility to present documentation of your disability to the Coordinator of Disabilities Services.

* The responsibility to meet with the Coordinator of Disabilities Services and your individual professors to discuss your needs for accommodations.

* The right to reasonable accommodations in the course of study, instructional method or evaluation.

* The right to an evaluation based on your ability, not your disability. If the disability affects the outcome of the evaluation, accommodations including an evaluation by an alternative method will be made.

* The right to confidentiality of all information. No information will be released to another party without your written permission on a release of information form.

* The right to appeal the University’s decisions concerning accommodations by following the Grievance Policy for Students with Disabilities.

* The right to be informed of appeal procedures outside the University. This includes filing a complaint with the Office of Civil Rights or through the civil court system.

REQUESTING ACCOMMODATIONS
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Admission to Shenandoah University is based on the requirements in the college Catalog. Admission decisions are made by the Admissions Committee without regard to disabilities. If a student receives accommodations on the SAT or ACT, those scores will be accepted as equivalent alternatives.

Applicants may request modification in the admissions process and should present documentation of need when the application is requested or submitted. A request for an alternative measure for admission may be submitted if the applicant thinks that an admission standard appears to be discriminatory. Comparable measures of skills or aptitudes will be accepted as valid substitutes.

The fact that modifications are made in the admissions process is not a guarantee of admission to the University or specific accommodations after acceptance.

It is the policy of Shenandoah University to provide assistance and support to students with disabilities in obtaining long-term auxiliary aids. The student will be encouraged to be a self-advocate and Disabilities Services personnel will serve as resource persons. Student with disabilities are expected to obtain auxiliary aids from government or private agencies.

If the student does not desire to do this, or outside agencies cannot provide the aids needed, the University will determine the necessity of the aid and will ensure that the student is not denied the right to participate in a program or activity because of the absence of the aid.

Students should present requests for auxiliary aids in writing, along with their documentation, to the Coordinator of Disabilities Services as early as possible, but a minimum of 4 weeks before the beginning of the semester, to ensure that aids are available at the opening of the semester. The University will evaluate late requests on a case-by-case basis. It is the student’s responsibility to keep the Coordinator informed of needs for auxiliary aids on a semester-by-semester basis.

Shenandoah University has the responsibility to provide the auxiliary aid or a reasonable alternative that will allow full participation in the program or activity unless it is deemed unreasonable or would impose an undue hardship on the University.

A student who needs accommodations in a specific course should contact the Coordinator of Disabilities Services, who will discuss options with the student. The student is responsible for meeting with the course instructor to discuss the need for accommodations in the class. This should be done in a timely manner. The Coordinator will also provide the student with letters to be given to instructors detailing the student's needs, and will be available to serve as a liaison between the student and the instructor. If necessary, the student, the Coordinator and the instructor may meet to discuss accommodations or auxiliary aids.

Instructors are expected to make reasonable accommodations. However, they are not expected to lower course standards or quality of student work.

If a student with a disability is unclear about what modifications are possible in order to make requirements accessible, the student should contact the Coordinator of Disabilities Services to discuss options. Requests for course substitutions should be submitted in writing to the Dean, who consults with the Vice President for Academic Programs. If approval for substitution is given, the documentation of the decision remains with the student’s permanent record in the Office of the Registrar.

A full-time student should complete the degree requirements within six years of initial registration at Shenandoah University. Time extensions may be granted when approved by the Vice President for Academic Programs. If a student with a disability is unclear about modifications for degree requirements, the student should contact the Coordinator of Disabilities Services.

Course requirements are designed to provide a comprehensive education in both liberal arts and the student’s major field of study. Shenandoah University recognizes that some students, as a result of a disability, may be unable to satisfy specific course requirements for degree completion.

Shenandoah University has a formal course substitution procedure. The course substitution will be considered in relation to the student’s intended major. Courses that are deemed by the University to be essential elements of a course of study are required and cannot be substituted. A waiver of a subject from high school does not guarantee a substitution by the University.

A student with a disability who would like to request a course substitution as a reasonable accommodation should follow the procedure outlined below in a timely manner. Since the student may be required to enroll in as many as four semesters of a foreign language or two semesters of mathematics, the request should be initiated not less than four semesters from degree completion.

1. Submit the appropriate written documentation verifying that the disability substantially limits the successful completion of the required course to the Disability Services office.

2. Write a letter to the Coordinate for Disabilities Services requesting the course substitution with a person al statement indicating the reasons for the request including prior experiences with the subject, names of courses and grades, as well as statements from high school personnel and/or college faculty attesting to the student’s efforts and diligence in attempting to master the subject matter.

3. If there is evidence that a substitution is warranted, the Coordinator will forward the petition to the Dean of the student’s College or School.

4. The student will meet with the Dean to hear the final decision rendered. The student has the right to appeal the decision by following the Grievance Procedure outlined in the Student Handbook.

5. The approved documentation of substitution will remain with the student’s permanent record. Standard course requirements will remain applicable until the student has received a copy of that documentation.

The following procedures should insure that you receive the appropriate and reasonable accommodations:

1. As early in the semester as possible you should contact Disabilities Services in the Academic Support Center to request accommodations. Initially, you must provide current documentation regarding your disability. Guidelines for documentation are found on this website or can be obtained at the Academic Support Center. Accommodations are not retroactive, but begin after documentation is presented.

You must meet with someone in Disability Services at the beginning of each semester so that you can obtain notification letters for new professors.

At your meeting in the beginning of the semester, you and the Coordinator will explore appropriate and reasonable accommodations for your courses. You will be given a notification letter to give to each faculty in the courses for which you desire accommodations.

2. It is your responsibility to meet with your professors, hand-deliver the notification letter, and discuss your needs with them. This must be done in a timely manner.

At these appointments, you should explain your concerns and review the syllabus, course requirements and test formats. Based on this conversation, you should discuss with each professor any accommodations that you may need.

Please keep in mind that your unique abilities, needs and requests may be new and unfamiliar to professors. Just as you expect professors to be understanding, you should be sensitive to their concerns and possible confusion.

The notification letter will provide documentation of your disability and suggestions for the types of accommodations that may be useful. You will need to work with each of your professors to determine if the accommodations are appropriate for a specific course. You should never simply hand a professor a copy of your notification letter and assume that this is all you need to do. You will want to discuss with each professor which accommodations are necessary and how each will be carried out.

During your discussions, be sure to remind the professor that Disabilities Services will provide any necessary logistical or technical support such as proctoring for test administration, readers, scribes, alternate test locations, taped materials, etc. It is your responsibility to inform the Coordinator of any arrangements that you and the professor have made that require support.

3. You are responsible for contacting the Coordinator of Disability Services should any problem arise during the semester with regard to your disability or accommodations.

Students with documented visual or reading disabilities may request textbooks in an alternate format. Alternate formats may include:

4-track audio tapes or AudioPlus CD’s from Recordings for the Blind & Dyslexic

The Academic Support Center has 4-track tape recorders and CD players available for loan to students who use materials from Recordings for the Blind & Dyslexic. Students who use e-text obtained from publishers or created in the Academic Support Center will need to have the following installed on their computers:

1. A students seeking alternate format texts must be approved for this accommodation.

2. Because it generally takes 4-6 weeks (sometimes longer for Braille) to obtain alternate texts, the student should pre-register during the time set aside at the end of each semester for the following semester’s classes.

3. The student should bring a copy of his/her schedule for the following semester to the Academic Support Center and indicate for which classes he/she is requesting books. The Academic Support Center will obtain information from the Bookstore for the books needed and arrange for alternate texts.

4. The student must purchase a print copy of the text when the semester begins to avoid copyright infringement. Alternate format materials are for that student’s use only and may not be copied or sold.

5. If the semester has already begun, the student should bring his/her copy of any book requested to the Academic Support Center so that we can obtain the pertinent information. A student who requests a book at the beginning of the semester should understand that it may take several weeks to obtain the alternate format text.

6. If a text will be scanned in-house, the student may be asked to leave his/her copy of the text with the Academic Support Center. The book will be cut, scanned, and returned to the student rebound.

7. The Academic Support Center will take the student’s specific format request into consideration when obtaining materials. However, the format obtained will be depend on how quickly the text is needed and the availability of various formats.

8. All materials must be returned to the Academic Support Center at the end of the semester, along with any playback equipment loaned to the student.

GENERAL GUIDELINES FOR THE DOCUMENTATION OF A DISABILITY SUPPORTING A REQUEST FOR ACCOMMODATION OR AUXILIARY AIDS
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In order to fully evaluate requests for accommodations or auxiliary aids, the Office of Disability Services will need documentation of the disability that consists of an evaluation by an appropriate professional that describes the current impact of the disability as it relates to the accommodation(s) requested.

All contact information and documentation received is kept in separate confidential files within the Office of Disability Services. No information concerning inquiries about accommodations or documentation will be released without written consent.

Documentation provided will be used by the Office of Disability Services to evaluate requests for accommodations or auxiliary aids. The evaluation process includes a review of the documentation itself and in the context of documentation, on the fundamental goals and essential standards of the program, course, service, or benefit in question.

The evaluation process will generate a list of potentially reasonable accommodations that will then be reviewed based on potential effectiveness, preferences of the requester, maximum level of integration, and the potential for an undue financial or administrative burden.

The guidelines below were developed to assist you in working with your treating professional(s) to prepare the information needed to evaluate your request. If, after reading these guidelines, you have any questions, please contact the Director of Disability Services.

As appropriate to the disability, the documentation should include the following six elements:

1. A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis.

The diagnostic systems used by the Department of Education, the State Department of Rehabilitative Services or other state agencies and/or the current edition of either the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) or the International Statistical Classification of Diseases and Related Health Problems of the World Health Organization (ICD) are the recommended diagnostic taxonomies.

Diagnostic methods used should be congruent with the disability and current professional practices within the field. Information or non-standardized evaluations should be described in enough detail that a professional colleague could understand their role and significance in the diagnostic process.

3. A description of the current functional impact of the disability which includes specific test results and the examiner's narrative interpretation.

The current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described either explicitly or through the provision of specific results from the diagnostic procedures. Currency will be evaluated based on the typical progression of the disability, its interaction with development across the life span, the presence or absence of significant events (since the date of the evaluation) that would impact functioning, and the applicability of the information to the current context of the request for accommodations.

4. Treatments, medications, and/or assistive devices/services currently prescribed or in use.

A description of treatments, medication, assistive devices, accommodations and/or assistive services in current use and their estimated effectiveness in ameliorating the impact of the disability. Significant side effects that may impact physical, perceptual, behavioral or cognitive performance should also be noted.

5. A description of the expected progression or stability of the impact of the disability over time, particularly the next five years.

This description should provide an estimate of the change in the functional limitations of the disability over time and/or recommendations concerning the predictable needs for reevaluation.

6. The credentials of the diagnosing professional(s) if not clear from the letterhead or other forms. The diagnosing professional should not be a family member.

Information describing the certification, licensure, and/or the professional training of individuals conducting the evaluation should be provided.

Beyond the six elements expected to be included in documentation; recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services will be considered.

Based on the context of the diagnostic evaluation, recommendations for specific accommodations, adaptive devices, and/or assistive services that may ameliorate the functional impact of the disability and provide fuller access should be described. As appropriate, recommendations for collateral medical, psychological, and/or educational support services or training that would be beneficial may also be included.

Recommendations from professionals with a history of working with the individual provide valuable information for the review process. The recommendations will be included in the evaluation of requests for accommodations and/or auxiliary aids. Where such recommendations are congruent with the programs, services, and benefits offered by the university, they will be given deference. When recommendations go beyond services and benefits that can be provided by the university, they may be used to suggest potential referrals to local area service providers outside of the university.

Did you have an IEP or 504 Plan in high school?
For individuals who have recently been receiving services from a public school system; the information requested would most likely be contained in the Psycho-Educational Evaluation report from your most recent Trienniel Review. Some of the information may also be contained in an IEP, 504 Plan, or Transition Plan. You may wish to include this with your Psycho-Educational Evaluation report as supportive documentation. You must request this information separately from your high school transcripts and should make sure that it is received by the Office of Disability Services. Please review your high school documentation against the information outlined above for thoroughness.

Are you receiving services from a state rehabilitation agency?
For individuals who are or have been recently receiving services from a state rehabilitation agency; much of the requested information will be contained in the documentation regarding your eligibility for services and vocational plan. However, please check your documentation against the guidelines listed above.

Are you transferring from another college or university?
For individuals transferring from another college or university; information related to your disability will not be sent with a transcript request. You must request that information be sent to the Office of Disability Services separately. Additionally, the information we are requesting may or may not have been a part of your previous college's evaluation process. You should check the information against the guidelines above.

DOCUMENTATION GUIDELINES FOR PHYSICAL DISABILITIES
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Students requesting accommodations and/or support services under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 must provide documentation of the disability which substantially limits a major life activity, including learning, speaking, breathing, performing manual tasks, seeing, hearing, working, caring for oneself, sitting, standing and reading. In order to accurately determine the appropriate accommodations, the documentation should be current, within three (3) years. It may be appropriate in adult cases to extend the testing limit to five years if the testing is reflective of the adult's current functioning. In all cases, the documentation should be appropriate to the anticipated setting. Accommodations provided for individuals with temporary disabling conditions may be subject to periodic review. The university will review all materials submitted by off-campus healthcare professionals to assist in determining appropriate accommodations.

Name, title and professional credentials of the evaluator. The evaluator should have training and expertise with the particular medical condition identified. The area of specialization as well as the state in which the individual practices must be included.

1. Diagnosis/assessment. A current medical diagnosis including appropriate medical reports, relevant medical history, and a clinical summary should be provided. These assessments should validate the need for services based on the impact of the student's disability and level of functioning in an educational setting.

2. Evaluation of impact. Documentation should indicate a substantial limitation and may include any prior history of accommodations needed.

3. Recommendations. Documentation should indicate reasonable accommodations specific to the diagnosed disability with an explanation as to why each accommodation is recommended. If possible, the evaluator should rule out alternatives.

4. Medications. Medications should be stated if their use or adjustment may have any impact on access to learning.

Hearing Impairments
Students are identified as having a hearing impairment if at least a 55 dB loss, unaided, is measured in the more useful ear or if they are eligible for services from Virginia's Department of Rehabilitative Services (DRS) or the Department for the Deaf and Hard of Hearing. A statement from a physician skilled in diseases of the ear, indicating diagnosis, prognosis and recommendations is required.

Visual Impairments
Students are identified as having a visual impairment due to legal blindness or visual impairment. Blindness is defined as visual acuity of 20/200 or less in the better eye with best correction or a visual field of less than 20 degrees. A visual impairment is defined as having a visual acuity of 20/70 or less with correction. (See Virginia Code Section 53.1-142). A statement containing a diagnosis, prognosis and recommendations from a qualified opthalmologist or optometrist is required.

Traumatic Brain Injury
Students are identified as having a Traumatic Brain Injury (TBI) when an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, substantially limits learning. A statement from a physician or other professional involved in the diagnosis or treatment of the TBI is required.

DOCUMENTATION GUIDELINES FOR A LEARNING DISABILITY
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A student with a learning disability who requests accommodations or auxiliary aids will need to be fully evaluated. Recommendations from appropriate professionals with a history of working with the individual provide valuable information for the review process.

Professionals conducting assessments, rendering diagnoses of learning disabilities and making recommendations for appropriate accommodations must be qualified to do so. Comprehensive training and direct experience with an adolescent and adult LD population is essential.

The name, title and professional credentials of the evaluator including licensing/certification as well as the area of specialization, employment and state/province in which the individual practices should be clearly stated in the documentation. It is not considered appropriate for professionals to evaluate members of their families. All reports should be on letterhead, typed, dated, signed and otherwise legible.

The provision of all reasonable accommodations and services is based upon assessment of the impact of the student's disabilities on his or her academic performance at a given time in the student's life. Therefore, it is in the student's best interest to provide recent and appropriate documentation relevant to the student's learning environment.

In some instances, documentation may be outdated or inadequate in scope or content. It may not address the student's current level of functioning or need for accommodations because observed changes may have occurred in the student's performance since the previous assessment was conducted. In such cases, it may be appropriate to update the evaluation report. Since the purpose of the update is to determine the student's current need for accommodations, the update, conducted by a qualified professional, should include a rationale for ongoing services and accommodations.

Documentation should validate the need for services based on the individual's current level of functioning in the educational setting. A school plan such as an Individualized Education Plan (IEP) or a 504 Plan is insufficient documentation, but it can be included as part of a more comprehensive assessment battery. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing and a diagnosis.

An evaluation report should include the summary of a comprehensive diagnostic interview. Relevant information regarding the student's academic history and learning processes in elementary, secondary and post-secondary education should be investigated. Other areas of relevance may include developmental, medical, psychosocial and employment histories, family history and a discussion of dual diagnoses.

The neuropsychological or psycho-educational evaluation for the diagnosis of a specific learning disability must provide clear and specific evidence that a learning disability does or does not exist. Assessment should consist of and be based on a comprehensive assessment battery which does not rely on any one test or subtest. Evidence of a substantial limitation to learning or other major life activity must be provided. A list of commonly used assessment instruments is included in these guidelines. Minimally, the domains to be addressed must include the following:

1. Aptitude
A complete intellectual assessment with all subtests and standard scores reported.

2. Academic Achievement
A comprehensive academic achievement battery is essential with all subtests and standard scores reported for those subtests administered. The battery should include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics, and oral and written language.

3. Information processing
Specific areas of information processing (e.g. short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor ability) should be assessed.

Other assessment measures may be integrated with the above instruments to help determine a learning disability and differentiate it from co-existing neurological and/or psychiatric disorders. In addition to standardized tests, it is also very useful to include observations of the student during the test administration.

Individual "learning styles," "learning differences," "academic problems" and "test difficulty or anxiety" in and of themselves, do not constitute a learning disability. The diagnostician is encouraged to use direct language in the diagnosis and documentation of a learning disability. If the data indicate that a learning disability is not present, the evaluator should state that conclusion in the report.

The standard scores and/or percentiles should be provided for all normed measures. Grade equivalents are useful only if standard scores and/or percentiles are also included. The profile of the student's strengths and weaknesses must be shown to relate to functional limitations that may necessitate accommodations. The tests used should be reliable, valid and standardized for use with an adolescent/adult population. Test findings should document both the nature and the severity of the learning disability.

1. demonstration of the evaluator's having ruled out alternative explanations for academic problems;
2. indication of how patterns in the student's cognitive ability, achievement and information processing reflect the presence of a learning disability;
3. indication of the substantial limitation to learning or other major life activity presented by the learning disability and its impact on the individual in the learning context for which accommodations are being requested; and
4. indication as to why specific accommodations are needed and how the effects of the specific disability are accommodated.

The diagnostic report should include specific recommendations for accommodations as well as an explanation as to why each accommodation is recommended. The evaluators should describe the impact the diagnosed learning disability has on a specific major life activity as well as the degree of significance of this impact on the individual.

The receiving institution has a responsibility to maintain confidentiality of the evaluation and may not release any part of the documentation without the student's informed and written consent.

The following list is provided as a helpful resource, but is not intended to be definitive or exhaustive.

Wechsler Adult Intelligence Scale - Revised (WAIS-R)
Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability
Kaufman Adolescent and Adult Intelligence Test
Stanford-Binet Intelligence Scale (4th edition)

Scholastic Abilities Test for Adults (SATA)
Stanford Test of Academic Skills
Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement
Wechsler Individual Achievement Test (WAIT)

Or specific achievement tests such as:
Nelson-Denny Reading Skills Test
Stanford Diagnostic Mathematics Test
Test of Written Language-3 (TOWL-3)
Woodcock Reading Mastery Tests-Revised

The Wide Range Achievement Test-3 (WRAT-3) is not a comprehensive measure of achievement and therefore is not useful as the sole measure of achievement.

Acceptable instruments include the Detroit Tests of Learning Aptitude-3 (DTLA-3), the Detroit Tests of Learning Aptitude-Adult (DTLA-A), information subtests on the WAIS-R, Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability, as well as other relevant instruments.

DOCUMENTATION GUIDELINES FOR ATTENTION DEFICIT DISORDER AND/OR ATTENTION DEFICIT HYPERACTIVITY DISORDER
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Students requesting support services from Disability Services are required to submit documentation to verify eligibility under the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and Disability Services policies. The following information is necessary to ensure that documentation is complete and appropriate in order to establish eligibility for services and/or accommodations.

Note: Although the more generic term Attention Deficit Disorder (ADD) is frequently used, the official nomenclature used in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV), Attention Deficit/Hyperactivity Disorder (ADHD), will be used in this document.

Currency of Documentation
Since accommodations are based on the current impact of the disability, documentation must be current, preferably within the last three years.

Qualifications of the Diagnostician
Professionals rendering a diagnosis of ADHD must have comprehensive training in differential diagnosis and direct experience working with adolescents and adults with ADHD. The following professionals are considered qualified to evaluate and diagnose ADHD: clinical psychologists, neuropsychologists, psychiatrists, and other qualified medical doctors.

Criteria for Comprehensive Assessment
The following criteria are based on guidelines from the Consortium on ADHD Documentation:

Evidence of Early Impairment. Because ADHD is, by definition, first exhibited in childhood and manifests itself in more than one setting, historical and academic information must be gathered by the evaluator.

Evidence of Current Impairment. Diagnostic assessment should consist of more than a self-report; history of attentional symptoms, including evidence of ongoing impulsive/hyperactive or inattentive behavior that has significantly impaired functioning over time is critical in the diagnosis of ADHD.

Alternative Diagnoses and/or Explanations. Diagnostic assessment should examine the possibility of co-existing diagnoses. This process should explore possible alternative diagnoses including medical and psychiatric disorders as well as educational and cultural factors which impact the individual and may result in behaviors mimicking ADHD.

Diagnostic Battery. Neuropsychological or psychoeducational assessment is critical in determining the current impact of the disorder on the individual's ability to function in a variety of settings. Assessment must include standardized measures for inattention, hyperactivity and impulsivity as delineated in the DSM-IV.

Diagnostic Report & Summary. The diagnostic report must be a comprehensive interpretive summary synthesizing the evaluator's judgment for the diagnosis of ADHD. The report must include:

*all quantitative information in standard scores and/or percentiles; all relevant developmental, familial, medical, medication, psychosocial, behavioral and academic information;

*a specific diagnosis of ADHD based on the DSM-IV diagnostic criteria. In clear, direct language, the report must identify the substantial limitation of a major life function presented by the ADHD;

* specific recommendations for accommodations. Accommodations must be based on significant functional limitations and must be supported by the diagnostic assessment;

*official letterhead with names, titles, professional credentials, addresses, and phone/fax numbers of the evaluator as well as the date(s) of testing.

Important Related Information. Accommodations cannot be implemented until the student's documentation is complete. Prior history of an accommodation does not, in and of itself, warrant its continued provision. An Individualized Education Plan (IEP) or a 504 Plan is not sufficient documentation of a disability. Submission of documentation is not the same as the request for services. Request for services and/or accommodations must be initiated by the student by contacting Disability Services. Disability Services is ultimately responsible for determining appropriate accommodations. All documentation is confidential and will be assessed according to these requirements.

Students who self-identify as having a psychological disorder such as major depression, bipolar disorder, anxiety disorders (panic disorder, obsessive compulsive disorder, and post-traumatic stress disorder), schizophrenia and personality disorders, are required to present documentation from a professional certified or licensed to diagnose and treat mental disorders. The current edition of the American Psychiatric Association's diagnostic and Statistical Manual of Mental Disorders (now in the fourth edition, DSM-IV) is relevant for identifying these disorders. However, not all conditions listed in the DSM-IV are disabilities or even impairments.

Students requesting accommodations under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 must provide documentation of the existence of a psychiatric disaiblity which substantially limits a major life activity, including learning, speaking, breathing, performing manual tasks, seeing, hearing, working, caring for oneself, sitting, standing and reading. The university will review materials submitted by off-campus healthcare professionals to assist in determining appropriate accommodations.

1. Currency of documentation. Documentation must be current, provided within the last 1-3 years by a qualified professional (psychiatrist, licensed psychologist, certified social worker (CSW or ACSW), licensed professional counselor, licensed neuropsychologist) with appropriate competencies related to the student's diagnosis (es). The name and professional credentials of the evaluator will be indicated.

2. DSM-IV diagnosis. A complete DSM-IV diagnosis must be provided with an accompanying description of the specific symptoms the student experiences. This diagnosis should be based upon a comprehensive clinical interview and psychological testing (when testing is clinically appropriate). A comprehensive clinical interview meets mental health service provider standards of care in length (50 minutes) and focus (complete developmental, family, psychiatric, medical history; mental status exam).

3. Impact on academic functioning. A complete description of the impact on academic functioning of the student's psychiatric symptoms must be provided. Descriptions of impact upon study skills, classroom behavior, test taking and organizing research would be examples of academic functioning.

4. Recommendations for academic accommodations. Recommendations for academic accommodations must be based upon both #2 and #3 above. Diagnostic information and its impact upon student functioning must be related to the academic accommodations which are recommended.

5. Qualifications of evaluator. Diagnostic reports must contain the names, titles, license information of the evaluator(s) and the dates of evaluation(s).

6. Submitting of reports. Reports must be submitted on professional letterhead. Prescription pads and copies of letterhead are not acceptable.

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