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Disability Center

A Guide Outlining Requirements For Documentation of Disability

Instructions for Students:

Any qualified student with a disability requesting reasonable accommodations at Charleston Southern University will need to:

Provide a letter (written by you) requesting accommodation. The request must include the name of the handicap or disability and a statement concerning how the handicap or disability affects your academic performance. The request must also include the specific accommodations requested.

Present formal documentation of your disability; or make the necessary arrangements to have your documentation mailed, faxed, or hand-delivered to the Office of Disability Services, located on the first floor of Russell West Residence Hall:

Charleston Southern University
PO Box 118087
Charleston, SC 29423-8087

 

Instructions for Diagnosticians, School Psychologists, and other professionals:

Your diagnosis of disability should be clearly stated. DSM-IV Diagnostic notation or ICD-9 nomenclature should be included in the report.

Each diagnosis should be accompanied by supporting testing, or studies. Documentation of ADD/ADHD should be within the past 3 years.

Learning Disability assessment reports MUST include:

An IQ Test and an Achievement Test, both administered at the adult learning level.

WAIS-R (in lieu of a WAIS-R, two WISC-III tests that are correlated within 15 IQ points of each other may be acceptable).

Woodcock Johnson or Woodcock Johnson-R (The WRAT-R and the WRAT-III are not comprehensive measures of achievement and therefore are NOT appropriate for documentation).

Exact instruments used, test results (including subtest score data), written interpretation of the results, name, title, and professional credentials of the evaluator, and the dates of testing.

Clear and specific evidence which identifies specific learning disabilities and reflects the individual’s present level of adult functioning in processing and intelligence, as well as achievement.

Please note: IEP’s or ITP’s and 504 Plans do not meet documentation requirements, but may be included as part of a more comprehensive assessment battery as described in this document. Additionally, individual "learning styles," "learning differences," and "academic problems" in and of themselves do not constitute a learning disability.

Each student’s documentation will be evaluated on a case-by-case basis. Following these guidelines will ensure proper consideration of each student’s individual situation in the most timely manner.