Students with disabilities who are seeking services from Wallace Community College are required to submit documentation to Disability Support Services to verify their eligibility for services under Section 504 of the Rehabilitation Act and/or the Americans with Disabilities Act.  The documentation must specify a major life activity (such as walking, eating, writing, or learning) that has been substantially limited by a disability.  The following guidelines ensure that documentation of disabilities is appropriate to verify eligibility and to support requests for accommodations.  These guidelines correspond with federal guidelines and Wallace Community College policies, and/or the Association on Higher Education and Disability (AHEAD) and/or Educational Testing Service (ETS) guidelines on documentation of disabilities.

Wallace Community College has an obligation and a responsibility to maintain confidentiality of evaluation information and does not release disability documentation.

Qualifications of the Evaluator
The name, title, and license/certification credentials of the evaluator, including information about license or certification (i.e., licensed psychologist) as well as the area of specialization, employment, and state in which the individual practices must be clearly stated in the report.  The following professionals are generally considered qualified to diagnose learning disabilities: clinical psychologists, school psychologists, neurospychologist, learning disability specialist, diagnostician and psychiatrists who have expertise in evaluating the impact of learning disabilities on an individual’s educational performance.  All reports should be on letterhead, dated, and signed.

Current/Comprehensive Documentation
Generally, an evaluation should be no more than three years old.  Documentation should substantiate the need for services based on the student’s current level of functioning.   A school plan such as an IEP or a 504 Accommodation Plan is insufficient documentation, but may be included as part of a more comprehensive report.

Identification of Learning Disabilities
Evaluation should include a clinical interview, assessment of aptitude AND academic achievement, and a diagnosis of LD.

Clinical Interview – Relevant information regarding the student’s academic history and learning abilities should be included.  Also, medical, developmental, and social histories should be investigated and reported, along with any family history of educational, medical, or psychosocial difficulties.  Medical, social, and psychological problems should be ruled out as causes of learning disabilities.

Assessment of Aptitude – A complete intellectual assessment, with standard scores reported, is required.  The following tests are recommended for assessment of aptitude, other appropriate measures may be used at the examiner’s discretion.

• Wechsler Adult Intelligence Scale (3rd Edition)
  
  
• Stanford-Binet Intelligence Scale (4th Edition)
  
  
• Woodcock-Johnson Cognitive Processing Battery to substantiate any processing problems

Note: The Slosson Intelligence Test–Revised and the Kaufman Brief Intelligence Test are screening devices, thus are not appropriate for the diagnosis of learning disabilities.

Assessment of Academic Achievement – Norm-referenced academic achievement tests, with all subtests and standard scores reported, are essential.  The assessment should include evaluation of reading, math, and written language.  Also, it may be useful to include other evaluations, such as informal inventories or classroom observations.  The following standardized tests are recommended for assessment of academic achievement: other appropriate measures may be used at the examiner’s discretion.

Woodcock-Johnson Psychoeducational Battery – Revised:  Tests of Achievement (to substantiate any processing problems)

• Wechsler Individual Achievement Test (if student falls within age norms)
  
  
• Kaufman Test of Educational Achievement (if student falls within age norms)
  
  
• KeyMath Diagnostic Arithmetic Test-Revised (if student falls within age norms)
  
  
• Test of Written Language–3 (if student falls within age norms)
  
  
• Grey Oral Reading Test 3 (if student falls within age norms)

Note: The Wide Range Achievement Test (WRAT3) is a screening device, thus is not appropriate for the diagnosis of learning disabilities.

Diagnosis of Learning Disabilities – The evaluator should use direct language in the diagnosis of a learning disability based on DSM-IV criteria: a SPECIFIC statement that a learning disability exists is required for services and accommodations.  Also, the evaluator must describe the substantial limitation(s) to academic learning that are presented by the learning disability.  If the data indicate that a learning disability is not present, the evaluator should state that finding in the report.  The report must outline any alternative explanations and diagnoses.

Recommendations for Accommodations
The report should include specific recommendations for academic accommodations, and the rationale for such accommodations.  If accommodations are not identified specifically in the diagnostic report, Disability Support Services must request this information before services can be provided.  A history of accommodations does not in itself warrant the provision of similar accommodations at Wallace Community College.  The final determination of appropriate and reasonable accommodation rests with Disability Support Services.

The diagnostic report must include specific recommendations for accommodations and a detailed explanation of why each accommodation is recommended.

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Qualifications of the Evaluator
The name, title, and license/certification credentials of the evaluator should be stated in the report.  The following professionals are considered qualified to evaluate ADD/ADHD: physician, psychiatrist, clinical psychiatrists, neurologist, or neurospychologist who have expertise in evaluating the impact of ADD/ADHD on an individual’s educational performance.  A diagnosis of ADD/ADHD by someone whose training is not in these fields is not acceptable.  All reports should be on letterhead, dated, and signed.

Current Documentation
Evaluation should be no more than three years old and must provide a clear statement of the presenting problem.  Changes may have occurred in the student’s performance since a previous diagnosis, or new medication may have been prescribed or discontinued since the initial diagnosis was made.  Documentation should substantiate the need for services based on the student’s current functioning and must define the level of functioning and any limitations supported by evaluation data.

Identification of ADHD
A comprehensive evaluation should include a clinical interview, assessment of attention difficulties, and a diagnosis of ADD or ADHD using DSM-IV criteria.   A school plan such as an IEP or a 504 Accommodation Plan is insufficient documentation, but may be included as part of a more comprehensive report.

Clinical Interview – Because ADHD is, by definition, first exhibited in childhood and manifests itself in more than one setting, relevant historical information is essential. The student’s academic history should be included.  Medical, developmental, and social histories should be investigated and reported, along with any family history of educational, medical, or psychosocial difficulties.  A description of the individual’s presenting attention symptoms should be provided, as well as any history of such symptoms.  A family history of ADHD and the student’s medication history also are important.

High school IEP, 504 Plans, and/or a letter from a physician or other professional will not be sufficient to document ADD or ADHD.  Medication cannot be used to imply a diagnosis.

Assessment of Attention Difficulties
The evaluator should include any assessment data that supports or refutes a diagnosis of ADHD.  Assessments such as checklists and rating scales are very important, but checklists, surveys, or subtest scores should not be used as the SOLE criterion for a diagnosis of ADHD.

The evaluator should investigate the possibility of dual diagnoses and/or co-existing medical and/or psychological disorders that result in behaviors that mimic ADHD.  Medical, social, and psychiatric problems should be ruled out as causes of ADHD.

Diagnosis of ADD/ADHD Using DSM-IV Criteria – Individuals who exhibit general problems with organization, test anxiety, memory, and concentration do not fit the diagnostic criteria for ADHD.  Likewise, a positive response to medication by itself does not confirm a diagnosis of ADHD. The diagnostician should use direct language in the diagnosis of ADHD, avoiding the use of terms such as “suggests”, “is indicative of ”, or “attention problems”.  A SPECIFIC statement that the student is diagnosed with ADD or ADHD and the accompanying DSM-IV criteria are required for services and accommodations. Also, the evaluator must describe the substantial limitation(s) to academic learning presented by the attention disorder.  If the data indicate that ADHD is not present, the evaluator should state that finding in the report.  Additionally, any alternative explanations or diagnoses must be ruled out.

Diagnosis must be clearly supported (with data provided) using relevant test data with standard scores to support conclusions, including at least:

• WAIS-R
  
  
• Woodcock-Johnson Psychoeducational Battery-Revised, including Written Language
  
  
• Behavioral Assessment Instruments for ADD/ADHD, normed on adults

Recommendations for Accommodations
The diagnostic report should include specific recommendations for academic accommodations, and the rationale for such recommendations.  If accommodations are not identified specifically in the diagnostic report, Disability Support Services must request this information before services can be provided.  A history of accommodations in itself does not warrant the provision of similar accommodations at Wallace Community College.  The final determination of appropriate and reasonable accommodation rests with Disability Support Services.

A summary of diagnostic findings is a component of the report.  The summary might include an indication of how patterns of inattentiveness and/or hyperactivity validate the presence of ADHD, and the elimination of alternative explanations for academic problems (such as poor study habits, lack of motivation, psychosocial or medical problems).

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Qualifications of the Evaluator
The name, title, and license/certification credentials of the evaluator should be stated in the report.  The following professionals are considered qualified to evaluate mobility, sensory and systemic disorders: treating physician, orthopedic specialist, audiologist, speech pathologist or ophthalmologist who has expertise in evaluating such disorders.  All reports should be on letterhead, dated, and signed.

Current Documentation
Evaluation should be no more than one year old.  Changes may have occurred in the student’s performance since a previous diagnosis, or new medication may have been prescribed or discontinued since the initial diagnosis was made.  Documentation should substantiate the need for services based on the student’s current functioning.

To determine eligibility for support services, the College needs specific information about the student’s impairment and how this impairment constitutes a substantial limitation to a major life activity.  Toward that end, the physicians report must include the following information.

1. Diagnostic Criteria:
   
   
   1. Clinical Diagnosis based on International Classification of Disease, 9th Revision, Clinical Modification (ICD-9-CM), or most recent edition.
   2. Date of diagnosis.
   3. Last contact with individual.
   4. Defined levels of functioning and any limitations.
   5. Current treatment and medication.
      
      
2. Describe symptoms of this diagnosis, with approximate date of onset.
   
   
3. Identify the major life activities affected by this disorder such as walking, learning, seeing, hearing, sleeping, etc.
   
   
4. Is the student currently taking any medication related to the condition for which the student is asking for reasonable accommodations?  If so, please relate the impact of that medication on the student’s ability to participate in an academic environment.
   
   
5. Please suggest accommodations/modifications to equalize this student’s educational opportunities at the post-secondary level.
   
   
6. Please attach any other information relevant to the student’s individual needs.

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Qualifications of the Evaluator
The name, title, and license/certification credentials of the evaluator should be stated in the report.  The following professionals are considered qualified to evaluate psychological disorders: clinical psychologists, neurospychologist, psychiatrists and licensed professional counselors who have expertise in evaluating the impact of psychiatric disorders on an individual’s educational performance.  All reports should be on letterhead, dated, and signed.

Current Documentation
Evaluation should be no more than one year old.  Changes may have occurred in the student’s performance since a previous diagnosis, or new medication may have been prescribed or discontinued since the initial diagnosis was made.  Documentation should substantiate the need for services based on the student’s current functioning.

To determine eligibility for support services, the College needs specific information about the student’s impairment and how this impairment constitutes a substantial limitation to a major life activity.  Toward that end, the physicians report must include the following information.

1. Diagnostic criteria:
   1. Diagnosis by a mental health professional (psychologist, neuropsychologist, psychiatrist, licensed professional counselor)  that is an impartial individual not related to the student.
   2. DSM-IV designation.c.Date of diagnosis that is no older than three years.
   3. Last contact with student.
   4. Defined levels of functioning and any limitations.
   5. Current treatment and medication.
      
      
2. Describe symptoms that meet the criteria for this diagnosis.
   
   
3. Summarize present symptoms and prognosis.
   
   
4. Identify the major life activities affected by this disorder such as walking, learning, seeing, hearing, sleeping, etc.
   
   
5. Is the student currently taking any medication related to the condition for which the student is asking for reasonable accommodations?  If so, please relate the impact of that medication on the student’s ability to participate in an academic environment.
   
   
6. Please suggest recommendations for academic accommodations and your rationale for suggesting such accommodations.
   
   
7. Please attach any other information relevant to the individual’s needs.

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Qualifications of Evaluator
The name, title, and license/certification credentials of the evaluator should be stated in the report.  The following professionals are considered qualified to evaluate Traumatic Brain Injury (TBI): rehabilitation counselor, speech-language pathologist, orthopedic specialist, neuropsychologist and/or other specialist as appropriate who have expertise in evaluating the impact of TBI on an individual’s educational performance.  All reports (post-rehabilitation and within one year) should be on letterhead, dated, and signed.

To determine eligibility for support services, the College needs specific information about the student’s impairment and how this impairment constitutes a substantial limitation to a major life activity.  Toward that end, the physicians report must include the following information.

1. Diagnostic Criteria:
   
   
   1. Clinical diagnosis based on International Classification of Disease, 9th Revision, Clinical Modification (ICD-9-CM), or most current edition.
   2. Date of diagnosis.
   3. Last contact with individual.
   4. Current treatment and medications.
      
      
2. Assessment of cognitive abilities, including processing speed and memory (post-rehabilitation and within one year).
   
   
3. Analysis of educational achievement skills and limitations (reading comprehension, written language, spelling, and mathematical abilities: post-rehabilitation and within one year).
   
   
4. Defined levels of functioning and limitations in all affected areas (communication, vision, hearing, mobility, psychological, seizures, etc.).
   
   
5. Identify the major life activities affected by this disorder such as walking, learning, seeing, hearing, sleeping, etc.
   
   
6. Is the student currently taking any medication related to the condition for which the student is asking for reasonable accommodations?  If so, please relate the impact of that medication on the student’s ability to participate in an academic environment.
   
   
7. Please suggest recommendations for academic accommodations and your rationale for suggesting such accommodations.
   
   
8. Please attach any other information relevant to the individual’s needs.

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Students with temporary injuries and/or illness are not eligible for services under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990.  Examples include but are not limited to ankle sprains, colds, and the flu.

DSS is the only party that will review disability verification documents.  DSS will not release disability documentation to any party, including the student.  Students may request a copy of their documentation from the document’s author.  Strict confidentiality is maintained in all verbal communications with WALLACE COMMUNITY COLLEGE faculty and staff unless a student grants written permission or DSS is required to do so by law or court order.

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