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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 an accommodation specialist at Access Services to complete an Access Services Planning Meeting.
  • Present formal documentation of your disability at the meeting; 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) 592-3857
TTY (206) 870-4853
VP   (253) 237-1106
FAX: (206) 878-7247
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 a timely manner.