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 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
P.O. Box 98000, MS 99-180
Des Moines, WA 98198-9800
TTY (206) 870-4853
VP (253) 237-1106 / (866) 327-6856
FAX: (206) 878-7247
Access Services is located in Building 99, rooms 150-185, at
23835 Pacific Highway South, Kent, WA. 98032
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.
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.