Documentation Requirements


Because each person's situation is unique, the Accessibility office simply asks that any interested student meet with us. Documentation requirements vary by situation. The Director will talk to the student about documentation during the initial conversation.  No student should delay meeting with the Accessibility office out of concern for not having appropriate paperwork.


PALS Documentation

Students seeking support services from PALS on the basis of a diagnosed disability which may adversely impact educational performance are required to submit documentation to verify eligibility.  The following guidelines are provided in the interest of assuring that evaluation reports are appropriate to document eligibility.  The Director of PALS is available to consult with diagnosticians regarding any of these guidelines.

1. Preferred testing should be comprehensive.  Domains to be addressed should include (but are not limited to):

a. Aptitude.  The Wechsler Adult Intelligence Scale-Revised (WAIS-R) with subtest scores is the preferred instrument.

b. Achievement. Current levels of functioning in reading, mathematics, and written language are helpful.  The preferred instruments are either  the Woodcock-Johnson Psycho-educational Battery-Revised:  Test of Achievement, or the Wechsler Individual Achievement Test.

c. Information Processing. Specific areas of information processing (e.g., short and long term memory; sequential memory; auditory and visual perception/processing; processing speed) may be assessed.  Use of subtests from the WAIS-R or the Woodcock-Johnson tests of Cognitive Ability is acceptable.

2. Testing should be current.  It is in the student's best interest to provide recent and appropriate documentation to assist in decision making about the student's need for accommodations in a college environment, which is academically very competitive. Updates to non-current testing will be considered.

3.  Testing must give clear and specific evidence and identification of a disability. Individual "learning styles" and "learning differences" in and of themselves do not constitute a learning disability. 

4.  Testing should include scores/data. 

5.  Professionals conducting assessment and rendering diagnoses of specific learning disabilities must be qualified to do so.  Experience in working with an adult population is beneficial.  Diagnostic reports must include the names and titles of the evaluators as well as the date(s) of testing.

6.  In the event that obtaining the above information would become onerous, other appropriate documentation, 504 plans, IEPs, disability verification forms, accommodation history, specialist letters, etc., will be considered in an interactive process involving the student and Accessibility personnel.