HELPING MEET YOUR ACADEMIC GOALS

guidelines to documentation of a disability

Disability support services are provided to Wingate University students in order to ensure that students with disabilities have full access to the programs and services the University offers. Our ability to provide appropriate services is largely determined by the completeness and accuracy of the information provided by the student. Appropriate documentation about the disability and its current impact on the student is essential in order for us to be able to provide services. It is the student’s responsibility to provide appropriate documentation upon registering for disability support services, along with the self-declaration form.

The guidelines listed below address six important areas in the determination of eligibility for appropriate and reasonable accommodations. These descriptions are meant as guides. Accommodations are provided on a case-by-case basis. The University reserves the right to require additional information to determine eligibility for disability related services.

 
Wingate University
Guidelines to Documentation of ADD/ADHD

For students requesting reasonable accommodations under the provisions of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, the following documentation is necessary before a determination of eligibility for accommodations can be made.

• Documentation must include a medical or clinical diagnosis of ADD/ADHD based on DSM_IV criteria.
• Eligibility for accommodations is based on both a current diagnosis and the presence of limitations in the academic    environment, which are correlated to the current diagnosis.  Therefore documentation should be no more than 3 years old and include a description of the current functional limitations in the educational environment. Evaluation must have been done by a qualified professional.  The following would generally be considered qualified to evaluate and diagnose ADHD:  clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors.  The diagnosing professional's name, title, signature and license number (if applicable) must be included on letterhead stationery.
• The documentation must include the following:
  • quantitative and qualitative information about aptitude, achievement and information processing.  For aptitude, examples of acceptable tests are the Wechsler Adult Intelligence Scale - III (WAIS-III) and/or the Woodcock-Johnson-III (W-J-III) Tests of Cognitive Ability-Extended.  For achievement, examples of acceptable tests are Woodcock-Johnson-III (W-J-III) Test of Achievement-Extended and/or the Wechsler Individual Achievement Test - II (WIAT-II).  For information processing, acceptable tests are Wechsler Adult Intelligence Scale - III (WAIS-III) subtests or the Woodcock-Johnson-III (W-J-III) Tests of Cognitive Ability.
  • summary and interpretation of assessment instruments (formal assessment instruments and clinical interview)
  •  information regarding the specific academic functions affected (e.g. ability to sustain attention, executive functioning, etc.)
  • recommendations for and compliance to prescriptive treatment, including medication
  • recommendation for academic accommodations based on specific features/symptoms
  • investigation/evaluation of dual and/or confounding diagnosis (e.g. behavioral, neurological, learning, personality disorders)

Neither a 504 plan nor an individualized educational plan (IEP) constitute sufficient documentation but may be submitted along with the above information.  Also, a positive response to medication will not be accepted as appropriate documentation.  Please direct questions to Linda Stedje-Larsen, Director of Support Services, 704-233-8269.

   ADD/ADHD

Please submit documentation to
Director of Support Services
Wingate University
 Academic Resource Center, CB 3068
 Wingate, NC  28174
 FAX - 704-233-8268; Phone - 704-233-8269; e-mail stedje@wingate.edu

Wingate University
Guidelines to Documentation of a Specific Learning Disability

Students may be eligible for accommodations due to the impact of a learning disability in the educational environment.  Before determining if students are eligible for disability based services, we must have relevant information about the existence of a learning disability and its current, functional impact.  For students requesting reasonable accommodations under the provisions of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, the following documentation is necessary before a determination of eligibility for accommodations can be made.  Neither a 504 plan nor an individualized educational plan (IEP) constitute sufficient documentation but may be submitted along with the following information.   

• Documentation must include a diagnosis of a specific learning disability based on DSM_IV criteria.
• Eligibility for accommodations is based on both a current diagnosis and the presence of limitations in the academic environment, which are correlated to the current diagnosis. Therefore documentation should be no more than 3 years old and include a description of the current functional limitations in the educational environment.
• Evaluation must have been done by a qualified professional.  Licensed psychologists or neuropsycholologists would generally be considered qualified to provide the appropriate evaluation.   The diagnosing professional’s name, title, signature and license number must be included and all reports should be typed, dated, signed and on letterhead stationary. The evaluator should not be related to the student.
• The documentation must include clear and specific evidence that a learning disability does or does not exist.  Assessment should be based on a comprehensive assessment battery that does not rely on any one test or subtest.  The following domains must be addressed:  Aptitude, Academic Achievement and Information Processing.
  • For aptitude, examples of acceptable tests are the current edition of the Wechsler Scales and/or the Woodcock-Johnson-III (W-J-III) Tests of Cognitive Ability-Extended.
  • For achievement, examples of acceptable tests are Woodcock-Johnson III (W-J-III) Tests of Achievement-Extended and/or the Wechsler Individual Achievement Test (WIAT). 
  • For information processing, acceptable tests are subtests from the Wechsler Adult Intelligence Scales or the Woodcock-Johnson Psychoeducational Battery-Revised:  Tests of Cognitive Ability or other relevant instruments chosen by the diagnosing professional.
• The documentation should also include a summary and interpretation of assessment instruments (formal assessment instruments and clinical interview)
  • information regarding the specific academic functions affected (e.g. reading, attention, spelling,  etc.)
  • recommendations for academic accommodations based on specific features/symptoms. (Students must be qualified to meet academic course and degree requirements with or without accommodation, and the recommendations may be used to assist in determining appropriate, individual accommodations.)

Upon submission of the documentation, it will be reviewed and a decision regarding the student’s eligibility for services will be made.  If the documentation does not meet the guidelines above, the student will be contacted and asked to submit more information. 

Please direct questions to Linda Stedje-Larsen, Director of Support Services, 704-233-8269. 

   Specific Learning Disability

Please submit documentation to
Director of Support Services
Wingate University
Academic Resource Center, CB 3068
Wingate, NC  28174
FAX – 704-233-8268; Phone – 704-233-8269; e-mail stedje@wingate.

Wingate University
 Guidelines to Documentation of a Psychiatric/Psychological Disability

Students may be eligible for accommodations due to the impact of psychiatric or psychological disability in the educational environment.  Examples of this type of disability may include but is not limited to depressive, anxiety and bipolar disorders.

Before determining if students are eligible for disability based services, we must have relevant information about the existence of a disability and its current, functional impact.  For students requesting reasonable accommodations under the provisions of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, the following documentation is necessary before a determination of eligibility for accommodations can be made.  Neither a 504 plan nor an individualized educational plan (IEP) constitute sufficient documentation but may be submitted along with the following information.

• A clear statement of the disability, including the DSM-IV diagnosis and a summary of present systems and current level of functioning.
• A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized or percentile scores.
• Medical information relating to the student's needs should include the impact of the medication on the students' ability to meet the demands within the educational environment.
• Recommended accommodations that are supported by the documentation.
• Evaluation must have been done by a qualified professional.  The diagnosing professional's name, title, signature and license number must be included and all reports should be typed, dated, signed and on letterhead stationery. The evaluator should not be related to the student.

All requests for accommodations will be considered individually in collaboration with the student and relevant documentation.

Please direct questions to Linda Stedje-Larsen, Director of Support Services, 704-233-8269.

    Psychiatric/Psychological Disability

Please submit documentation to
Director of Support Services
Wingate University
Academic Resource Center, CB 3068
Wingate, NC  28174
FAX - 704-233-8268; Phone - 704-233-8269; e-mail stedje@wingate.edu