A Guide Outlining Requirements for
Documentation of Disability
Instructions for Students:
Any qualified student with a disability requesting reasonable
accommodations at Highline will need to:
-
Arrange a time to meet with the Program Manager of
Access Services to complete an intake assessment.
-
Present formal documentation of your
disability at the intake assessment; or make the necessary
arrangements to have your documentation mailed, faxed, or
hand-delivered to the Access Services office:
Highline Community College
Access Services
P.O. Box 98000, MS 99-180
Des Moines, WA 98198-9800
(206) 878-3710 ext. 3857
FAX: (206)870-7247
Access Services is located in Building 99, rooms 150-185, at
23835
Pacific Highway South, Kent, WA. 98032
Disability Category:
Professional Diagnostician(s) to be Consulted:
-
ADD, ADHD:
Psychologist, Psychiatrist, Physician
-
Emotional Disability: Psychologist, Psychiatrist
-
Visual Impairment:
Ophthalmologist
-
Hearing Impairment: Certified Otologist, Audiologist
-
Learning Disability:
Psychologist, Neuropsychologist, School Psychologist
-
Physical Disability:
Physician, Nurse Practitioner
Instructions for Diagnosticians, School Psychologists, and other
professionals:
1) Your diagnosis of disability should be clearly stated. DSM-IV
Diagnostic notation or ICD-9 nomenclature should be included in the
report.
2) Each Diagnosis should be accompanied by supporting testing or
studies. Documentation of ADD/ADHD should be within the past 3
years.
3) 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
tests 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 the 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.
Last updated:
September 11, 2006
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