Office Hours & Location
Kirkland Building
Room 156
Open during regular business hours throughout the school year
To provide evening services, our office hours are from 10 a.m. to 7 p.m. on Tuesdays.
All disabilities that affect learning require documentation that verifies the disability, clarifies the areas of learning affected and states the adjustments recommended in the educational setting. In addition to documentation, a disabled student must be otherwise qualified for admission to or participation in a program of study with or without a reasonable adjustment.
Criteria for Disabilities
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Learning Disabilities
- Psychological Profile not more than 3 years old or Adult normed and signed by an individual with the credentials to make the diagnosis.
- Specific learning disability must be stated.
- Individually administered intelligence test.
- Oral language skills, social-emotional status, specific academic deficits assessed.
- Achievement assessment: math, reading, written language skills.
- Assessed using appropriate age norms.
- Suggestions on possible accommodations in an educational setting.
- Information processing
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ADD/ADHD
- Documentation (not more than 3 years old or Adult normed) written on letterhead and signed by an individual with the credentials to make the diagnosis.
- Symptoms reported before age of 7.
- Clear evidence/documentation of interference with developmentally appropriate academic, social, or vocational functioning.
- Observation of current ADHD symptoms from 2 professionals working independently, under direction and time constraints.
- Schizophrenia, borderline personality disorder, autism or mental retardation not the primary disability.
- Suggestions on possible accommodations in educational setting.
- Self report of at least 3 major behaviors from DSM-IV.
- Documentation of 2 scales of ADHD behaviors.
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Brain Injuries
- Documentation written on letterhead and signed by the specialist detailing the impact of the limitations on ability to participate in post-secondary education.
- Current assessment using adult norms of cognitive and psychological strengths and limitations, readiness to participate, and preferred learning style from a Neurologist or other appropriate medical specialist.
- Evidence that impairment substantially limits one or more major life activities.
- Suggestions on possible accommodations in educational setting.
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Visual, Hearing, Health, and Mobility Impairments
- Documentation written on letterhead and signed by an individual with the credentials to make the diagnosis.
- Include the specific diagnosis for visual/hearing/health/mobility impairment and attach any test results that measures limitations on learning.
- Report should include any medications or aids used by student, including effects these have on the learning limitations.
- Suggestions on possible accommodations in educational setting.
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Psychological Disorders
- Report written on letterhead of diagnostician and signed by individual with credentials to make diagnosis.
- DSM-IV diagnosis/date of diagnosis.
- Assessment procedures used to make diagnosis and attach any tests used to measure learning limitations.
- Major symptoms currently being manifested and date of last visit.
- Level of symptom severity (Global Assessment of Functioning) and what is treatment plan and prognosis.
- Report should include current medications student is taking and the impact it has on learning.
- Suggestions on possible accommodations in educational setting.