The staff of the CDS is always willing to speak to
students and their families; however, the office will not provide direct
services until students have provided documentation.
Documentation must demonstrate that the individual
has a physical or mental disability that substantially limits a major life
activity. Documentation must also demonstrate a need for accommodation in
order to assure equal access to college programs. Documentation must be
provided by an appropriately credentialed professional. To provide
accommodations, the CDS requires that documentation be current (within the last
3 years). All documentation is kept confidential
Documentation of a Disability
Documentation must include:
1. Verification of
diagnosis and severity of disabling condition from a qualified treating
professional (medical doctor; psychologist, or psychiatrist).
2. Detailed description
of how this impairment significantly limits a major life activity in an
To ensure the provision of reasonable and
appropriate services for students current documentation is required. This
documentation should include information from which the diagnosis was made, a
description of students' functional limitations in an educational setting, the
severity and longevity of the condition, a description of the effectiveness of
current treatment, and recommendations for services and/or auxiliary aides
needed in a postsecondary setting.
If the initial verification is incomplete or
inadequate to determined the present extent of the disability and/or appropriate
accommodations, the CDS may request supplementary documentation or an assessment.
Obtaining additional documentation or an assessment is at the expense of the
Students seeking accommodations or services on the
basis of a temporary disability, must provide documentation verifying the nature
of the condition, the expected duration of the condition, and the accommodations
Documentaiton of a Learning
To ensure the
provision of reasonable and appropriate services for students with learning
disabilities, documentation must be in the form of a current IEP, psy report, or
diagnostic evaluation. All documentation should include but is not limited
||academic history including
results of prior standardized testing, reports of classroom performance
and behavior, and notable trends in academic performance
||medical history, including the absence
of a medical basis for the present symptoms
||history of prior psychotherapy and
||discussion of any dual diagnosis
||a description of the presenting problems
The diagnostic evaluation must be submitted on
letterhead of the qualified professional and provide clear and specific evidence
of a learning disability. It is not acceptable to administer one test, nor
is it acceptable to base a diagnosis on only one of the several subtests.
Objective evidence of a substantial limitation to learning must be provided.
A complete cognitive ability battery is required with all subtests and standard
scores. This may include the following: Wechsler Adult Intelligence
Scale - Revised; Woodcock-Johnson Psychoeducational Battery-Revised Tests of
Cognitive Ability; the Stanford-Binet Intelligence Scale: Fourth Edition.
A complete achievement battery is required with all subtests and standard
scores. The battery should include current levels of academic
functioning in reading (decoding and comprehension), mathematics, and written
language. Acceptable instruments include the following:
Woodcock-Johnson Psychoeducational Battery�Revised Tests of Achievement;
Wechsler Individual Achievement Test; Stanford Test of Academic Skills;
Scholastic Abilities Test for Adults; or specific achievement tests such as the
Test of Written Language-2; Woodcock Reading Mastery Tests�Revised; or the
Stanford Diagnostic Mathematics Tests.
Specific areas of information processing (e.g., short- and long- term memory;
sequential memory; auditory and visual perception/processing; processing speed;
executive functioning; motor ability) must be assessed. Acceptable instruments
include: the Woodcock-Johnson Psychoeducational Battery�Revised Tests of
Cognitive Ability; information from the subtexts on the Wechsler Adult
Intelligence Test�Revised; the Detroit Tests of Learning Aptitude-3, and other
instruments relevant to the presenting learning problem(s).
must be current
Students must provide recent and appropriate documentation. In most cases,
this means testing that has been conducted within the past three years. In the
case of adults tested after age 21, testing within a five-year period can be