Disability Services

General Guidelines

In order to fully evaluate requests for accommodations or auxiliary aids and to determine eligibility for services, Disability Services (DS) needs documentation of your disability. The documentation should include an evaluation by an appropriate professional that makes evident the current impact of the disability as it relates to the accommodation(s) requested.

Documentation must include:

1. The current functional impact of the condition(s). The current relevant functional impacts on physical (mobility, dexterity, endurance, etc.), perceptual, cognitive (attention, distractibility, communication, etc.), and behavioral abilities should be described as a clinical narrative and/or through the provision of specific results from the diagnostic procedures/assessment.
2. Treatments, medications, accommodations/auxiliary aids, services currently prescribed or in use. Provide a brief description of treatments, medications, accommodations/auxiliary aids and/or services currently in use and their estimated effectiveness in minimizing the impact of the condition(s). Include any significant side effects that may impact physical, perceptual, behavioral or cognitive performance. If you feel that any additional accommodations/auxiliary aids are warranted, please list them along with a clear rationale and related functional limitations. Any accommodations/auxiliary aids will be taken into consideration, but not automatically implemented.
3. The expected progression or stability of disability over time. If possible, provide a description of the expected change in the functional impact of the condition(s) over time. If the condition is variable, describe the known triggers that may exacerbate the condition.
4. A diagnostic statement identifying the disability. When appropriate, include the International Classification of Diseases (ICD) or Diagnostic Statistical Manual (DSM) codes, the date of the most recent evaluation, or the dates of evaluations performed by referring professionals. If the most recent evaluation was not a full evaluation, indicate when the last full evaluation was conducted.
5. The printed name, signature, title, professional credentials/license number, address, phone number, and fax number of each medical specialist/clinician/evaluator involved, as well as the date(s) of testing/evaluation, all on official letterhead.

Suggestions of reasonable accommodations that might be appropriate at the postsecondary level are encouraged. These recommendations must be supported by the diagnosis and current symptoms. Documentation for eligibility should be current (refer to the guidelines for the specific type of disability). All documentation is confidential and should be submitted to:

Disability Services
University of South Carolina Aiken
471 University Parkway
Aiken, South Carolina 29801

Guidelines for Specific Disabilities

Attention Deficit Hyperactivity Disorder (ADHD)

Autism Spectrum

Blind / Visually Impaired

Chronic Health Problems

Communication Disorder

Deaf / Hard of Hearing

Foreign Language Acquisition

Psychological

Specific Learning Disability

Temporary Conditions

ADHD

Although the more generic term Attention Deficit Disorder (ADD) is often used, we will use the official nomenclature from the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5), Attention Deficit Hyperactivity Disorder (ADHD).

Documentation must include:

1. The qualifications of the diagnostician. Professionals diagnosing ADHD must have comprehensive training in differential diagnosis & direct experience with adolescents and adults with ADHD. The following professionals are considered qualified: clinical psychologists, neuropsychologists, psychiatrists, and other qualified medical/mental health professionals.
2. Evidence of the current impairment. Assessment should consist of more than just a self-report. It should include a history of attentional symptoms, including evidence of ongoing impulsive, hyperactive or inattentive behavior that has significantly impaired functioning over time.
3. Possible alternative diagnoses and/or explanations. The assessment should explore alternative diagnoses including psychiatric and medical disorders as well as any educational or cultural factors that may impact the individual and result in behaviors similar to ADHD.
4. A clinical and/or diagnostic battery. The assessment should contain a comprehensive clinical evaluation and/or standardized clinical measures for inattention, hyperactivity and impulsivity as delineated in the DSM-5. Any quantitative information needs to be in standard scores and/or percentiles.
5. The printed name, signature, title, professional credentials/license number, address, phone number and fax number of each evaluator involved as well as the date(s) of testing/evaluation, all on official letterhead.

Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) are characterized by:

• Persistent deficits in social communication and social interaction across multiple contexts;
• Restricted, repetitive patterns of behavior, interests, or activities;
• Symptoms must be present in the early developmental period (typically recognized in the first two years of life) and,
• Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

The term “spectrum” refers to the wide range of symptoms, skills, and levels of impairment or disability that individuals with ASD can have. Some individuals are mildly impaired by their symptoms, while others are severely impaired.

For students with a diagnosis of ASD, the diagnosis should be made by a qualified professional such as a psychiatrist, licensed psychologist, clinical social worker, or other mental health professional. The following guidelines will assist the professional in addressing the information the Disability Services needs to provide the student with appropriate accommodations.

1. Prepare documentation on professional letterhead, with the dates of assessment, signatures, and license numbers or credentials of the diagnosing professional.
2. Provide a diagnosis and corresponding code from the most current Diagnostic and Statistical Manual of Mental Disorders (DSM).
3. Provide a summary of present symptoms and their severity. Please include the current level of functional limitations; evidence of symptoms in childhood with absence of general delay in early cognitive or language development; impairments in social interactions or situations; and any patterns of behavior, interests, and activities.
4. Assess broad cognitive ability and language function using standardized assessment measures with age-appropriate norms.
5. Describe medication prescribed and any effect on academic functioning.
6. Recommend accommodations and provide a rationale for those accommodations.
7. If there are substantial limitations to learning, a psycho-educational evaluation is recommended.

Blind/Visually Impaired

A visual disorder is the result of a functional loss of vision. Some of the eye disorders seen among college students include albinism, diabetic retinopathy, glaucoma, macular degeneration, muscular problems, retinal degeneration, and retinitis pigmentosa. The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments.

Documentation of a visual disorder should come from individuals qualified to diagnose and/or treat these disorders, such as an optometrists or ophthalmologists. The following guidelines were developed to assist the professional in providing the information necessary to support reasonable accommodations.

1. Prepare documentation on professional letterhead, with the dates of assessment, signatures, and license numbers or credentials of the diagnosing professional.
2. State the diagnosis, date of the assessment, and date of the original diagnosis.
3. Provide a summary of present symptoms and severity, the prognosis of the condition, and current level of functional limitations (i.e., visual acuity with and without corrected vision, visual field, if the condition is progressive).
4. Describe the medication prescribed and its effects on academic functioning, if applicable.
5. Recommend academic accommodations and the rationale (i.e., treatments, assistive devices, and accommodations needed for learning).

Chronic Health Problems

Examples of chronic health conditions include cystic fibrosis, diabetes, lupus, sickle cell anemia, Crohn's disease, cancer, AIDS, and hemophilia. These conditions may require specialized treatments, hospitalization, or bed rest during acute phases. In addition, chronic health conditions can affect cognitive functions, motor function, and energy levels. Accommodations for these types of conditions vary greatly depending on specific needs.

The diagnosis should be made by a physician, surgeon, or other licensed medical professional with experience and expertise in the area of the student's medical condition. The following guidelines will assist the professional in addressing the information the DS needs to provide the student with appropriate accommodations. 

1. Prepare documentation on professional letterhead, with the dates of assessment, signatures, and license numbers or credentials of the diagnosing professional.
2. Provide a comprehensive diagnostic report and description of the illness or condition, including the appropriate ICD-9 code. State any functional limitations on learning or other major life activities.
3. Recommend accommodations for a postsecondary setting and include the rationale
4. Submit information relating to treatment and its impact on the student's ability to meet the demands of the postsecondary environment. Relevant information regarding any medication that may impact an individual's academic performance should also be included.
5. Specify a relevant prognosis which may include a schedule of future treatments, procedures, hospitalizations, or likely absences.

Communication Disorder

The Disability Services and Programs (DS) office services students with diagnosed Language Disorders. To determine eligibility for services and appropriate accommodations, this office requires current and comprehensive documentation of this disorder from a licensed specialist (which may include an Audiologist, Speech Pathologist, Neuropsychologist, etc.).

Documentation must include:

1. The current date and current treatment plan, briefly describing the assessment and duration of this disorder (documentation must be current – within 3 years).
2. The student’s name and birth date.
3. The specific diagnosis, date of diagnosis, and last contact with the student.
4. The instruments and procedures that were used to diagnose the disorder.
5. A description of the symptoms that meet the criteria for this diagnosis and report all test results. Please attach diagnostic report.
6. A description of the functional limitations of this disorder for this student in an educational setting.
7. The printed name, signature, title, professional credentials/license number, address, phone number and fax number of each medical specialist/evaluator involved as well as the date(s) of testing/evaluation, all on official letterhead.

Deaf/Hard of Hearing

Students who are deaf and hard of hearing are encouraged to register with the Disability Services to explore the benefits of accommodations. Even a mild hearing impairment can present difficulty in situations with extraneous or competing sounds in the environment. Accommodations are determined on an individual basis depending on a student’s description of his or her needs and any information provided in documentation supplied by the student. Students will meet with a disability coordinator to determine what accommodations may be helpful and appropriate. 

1. At a minimum, an audiogram will document the degree of hearing impairment. Supporting documentation may also include an audiometric assessment, otolaryngology evaluation, a speech & language evaluation report, or a hearing aid evaluation.
2. Elements of a diagnostic report helpful in assessing appropriate accommodations include a description of the use of amplification, speech reception and speech discrimination, and recommendations for classroom and testing accommodations.

Foreign Language Acquisition

Students desiring course substitution of foreign language course requirement(s) must submit documentation of a disability-related to foreign language acquisition to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. These guidelines ensure that reports are sufficient and appropriate to verify eligibility.

Documentation must include:

1. The results of comprehensive assessment. The tests need to be those that have been normed for adults so that the report covers the four following areas:
   • Aptitude: Wechsler Adult Intelligence Scale-IV (WAIS-IV).
   • Achievement: Current levels of functioning in reading and written language are required. The Woodcock-Johnson Tests of Achievement-III (WJ-III) are required. The following achievement tests may be used as supporting assessment information: Stanford Diagnostic Reading Test, Tests of Academic Skills (TASK), Tests of Written Language-4 (TOWL-4), Woodcock Reading Mastery Tests-Revised, and the Wechsler Individual Achievement Test-III (WIAT-III). Please note: Each measure is not adequate alone.
   • Information Processing: Assessment of long and short-term memory, sequential memory, auditory discrimination and perception, visual perception, spatial orientation and relations, and processing speed must be included in the testing. Use of subtests from the WAIS-IV, WJ-III or the WMS-IV, are acceptable means of providing this information.
   • Evaluation: Evaluation, summary, and recommendations by the person(s) administering or evaluating the testing is required.
2. All of the test scores from the assessment, especially the standard scores and percentiles.
3. A thorough assessment is the basis for determining the presence of a disability-related to foreign language acquisition and appropriate courses for substitution; therefore, it is in the student’s best interest to provide appropriate and comprehensive documentation.
4. Documentation must include clear and specific evidence for and identification of a disability-related to foreign language acquisition.
5. The printed name, signature, title, professional credentials/license number, address, phone number and fax number of each evaluator involved, and the date(s) of testing/evaluation, all on official letterhead. Certified or licensed psychologists, learning disabilities specialists, and educational therapists are appropriate evaluators.

Psychological

Students who are seeking disability support services based on a diagnosed psychological/psychiatric disability are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973. Protection under these civil rights statutes is based on documentation of a psychological/psychiatric disability that currently substantially limits a major life activity, including learning. Documentation must include:

1. A description of present symptoms that meet the criteria for diagnosis, using the diagnostic criteria established by the DSM-5 (American Psychiatric Association, 2013).
2. The specific details stating how the disorder manifests in the individual, with supporting evidence that it has caused impairment in current academic functioning. A formal statement of the severity of the disorder is essential and should be supported by clear evidence in clinical detail.
3. The printed name, signature, title, professional credentials/license number, address, phone number and fax number of each evaluator involved as well as the date(s) of evaluation, all on official letterhead.
4. A Psychological Evaluation documenting the disability from a qualified professional:  a licensed psychologist or psychiatrist, or other qualified mental health professional.

Specific Learning Disability

Professionals diagnosing a Learning Disability (LD) must have comprehensive training in differential diagnosis and direct experience with adolescents and adults with LD. The following professionals are considered qualified: certified/licensed psychologists, neuropsychologists, LD specialists, and educational therapists.

Documentation must include:

1. The results of the comprehensive assessment covers the four following areas:
   1. Aptitude: Wechsler Adult Intelligence Scale-IV (WAIS-IV).
   2. Achievement: Current levels of functioning in reading and written language are required. The Woodcock Johnson Tests of Achievement-III (WJ-III) are required. The following achievement tests may be used as supporting assessment information: Stanford Diagnostic Reading Test, Tests of Academic Skills (TASK), Tests of Written Language-4 (TOWL-4), Woodcock Reading Mastery Tests-Revised, and the Wechsler Individual Achievement Test-III (WIAT-III). Please note: Each measure is not adequate alone.
   3. Information Processing: Assessment of long and short term memory, sequential memory, auditory discrimination and perception, visual perception, spatial orientation and relations and processing speed must be included in the testing. Use of subtests from the WAIS-IV, WJ-III or the WMS-IV, are acceptable means of providing this information.
   4. Evaluation: Evaluation, summary, and recommendations by the person(s) administering or evaluating the testing is required. As a professional report for other professionals to evaluate, the report must include the following: a clear statement of the learning disability, using DSM-5 criteria and the reasoning for this particular diagnosis as supported by the current diagnostic battery. (Descriptive terms such as a student’s individual “learning style,” “learning deficit,” and “learning differences,” do not, in and of themselves, constitute the definition of a disability). Alternative explanations for the academic problems should be examined and ruled out. The recommended accommodations should be appropriate at the postsecondary level and specific test results must support these recommendations.
2. All of the test scores from the assessment, especially the standard scores and percentiles.
3. The printed name, signature, title, professional credentials/license number, address, phone number, and fax number of each evaluator involved as well as the date(s) of testing/evaluation, all on official letterhead.

Temporary Conditions

Any temporary condition is considered in the medical domain and requires the expertise of a physician, including a neurologist, psychiatrist or other medical specialist with experience and expertise in the area for which accommodations are being requested.

Documentation must include:

1. A clear statement of the medical diagnosis of the temporary condition.
2. The results of the most recent evaluation regarding the condition. Documentation for eligibility should be current, within the last three months (the age of acceptable documentation is dependent upon the temporary condition, the current status of the student and the student’s request for accommodations).
3. A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable.
4. A description of present symptoms that meet the criteria for diagnosis.
5. Medical information relating to the student’s needs to include the impact of medication on the student’s ability to meet the demands of the postsecondary environment.
6. The printed name, signature, title, professional credentials, address, phone number and fax number of each medical specialist involved as well as the date(s) of testing/evaluation, all on official letterhead (The following are not acceptable: physician’s note on a prescription pad, lab results, clinical file notes).

Suggestions of reasonable accommodations that might be appropriate at the postsecondary level are encouraged. These recommendations must be supported by the diagnosis and current symptoms. In the case of obvious temporary physical conditions (i.e. a broken leg or arm), provisional accommodations may be granted with the agreement that supporting documentation be submitted to our office within a reasonable time (3 to 5 days).