Disability Documentation - LD - Flagler College

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Flagler College
Office of Services for Students with Disabilities (OSSD)
Registering and Applying for Accommodations
Eligibility for services at Flagler College is based on current laws which govern postsecondary
education, the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act
of 1973. These laws prohibit discrimination on the basis of disability and allow for certain
protections and rights of equal access to all college programs and services for which a student
is otherwise qualified.
Students at Flagler College must provide the Office of Services for Students with
Disabilities with documents that establish a physical or mental impairment/
disability that substantially limits a major life activity and must comply with the
established procedures before accommodations can begin.
In order to provide equitable academic adjustments and accommodations to students seeking
services at Flagler College, the Office of Services for Students with Disabilities (OSSD) requires
students to:
1. present appropriate documentation (see documentation requirements below)
2. meet with the Coordinator or her designee (see contact information below)
3. comply with the established accommodation procedures
Retroactive accommodations are not allowable at Flagler College. Thus, it is imperative for
students to establish their eligibility for accommodations before or early in the semester and to
follow through with the services available to them. OSSD does not compel students to access
services; they must take the initiative.
Documentation Requirements
1. Documentation Requirements for Students with Learning Disabilities:
Documentation will be reviewed and reasonable accommodations will be determined on an
individual basis by the Office of Services for Students with Disabilities and the Office of
Academic Affairs. A student is not considered to be qualified for accommodations based on the
presence of a disability alone or even on the history of previous academic accommodations
(such as an IEP or a 504 plan); it must be clearly documented that the current condition
significantly impacts the student in a major life activity, including learning.
Based on standards from the Association of Higher Education and Disability and on best
practices, documentation acceptable to Flagler College must comply with the following:
‣ Reports must be current and professional. Documentation is intended to represent the
student’s current levels and the current impact of the disability on academic,
psychological or physical functioning. This must be age-appropriate and if found to be
outdated, more current information will be required. All reports should be typewritten in
English and delivered on letterhead with all contact information available. In most cases,
documentation must be done within the past 1 – 3 years.
‣ Evaluations must be conducted and reports written by a Qualified Professional.
Every assessment/report must be completed by a trained and qualified (i.e. certified/
licensed) professional. All applicable licensure information must be available upon
request. All qualified professionals must have training and/or experience with adolescents

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Flagler College
Office of Services for Students with Disabilities (OSSD)
and adults and have training specific to the diagnosed disability. They should not be
family members.
Examples of qualified professionals for Learning Disabilities:
Psychologist
School psychologist
Neuropsychologist
Educational diagnostician or student clinicians who are being supervised by a qualified
professional
‣ Documentation must include a specific diagnosis. Reports must definitely state the
disability (DSM diagnosis when appropriate) and its significant limitation to the academic
environment. Phrases such as “learning difficulty, appears, suggests, etc.” do not indicate
a conclusive diagnosis. The documentation must state the diagnosis clearly and
specifically.
‣ Documentation must be comprehensive and include:
1. A summary of all relevant historical and medical information.
2. A history of presenting symptoms
3. A summary of applicable diagnostic tools
4. Information about specific functional limitations
5. List of all medications and side effects that might impact the student in
a college environment
*Note: An elementary/secondary plan or a handwritten note does not meet these standards
Learning Disability Documentation must contain all test scores and sub test scores (standard
scores, percentiles and grade equivalent) of comprehensive instruments for aptitude,
achievement and information processing.
*See Addendum A.
‣ Documentation must include recommendations for accommodations as they directly
relate to the functional limitation. A prior history of an accommodation, without a
demonstration of a current need, does not in and of itself warrant the provision of a like
accommodation at Flagler College. Each accommodation recommended by an evaluator
should include a rationale. The evaluation should support the recommendations with specific
test results or clinical observations. If an accommodation is not clearly identified in the
diagnostic report, Flagler College will seek clarification and, if necessary, more information
and will make the final determination as to whether appropriate and reasonable
accommodations are warranted and can be provided. Flagler College reserves the right to
request reassessment when questions regarding previous assessment or previous service
provision arise.
‣ Meet with the Coordinator or her Designee: Contact the Office of Services for Students
with Disabilities at 904.819.6460 or e-mail at OSSD@flagler.edu to schedule an
appointment. At that time, the student will meet individually with the Director of Disability
Services in L211 to review documentation, discuss academic goals, request
accommodations, review the procedures for approved accommodations and outline
expectations on the student's behalf.

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Flagler College
Office of Services for Students with Disabilities (OSSD)
*Addendum A: Measures Used in Adult Assessment of Learning Disabilities
This is not a complete list of all acceptable instruments; it is offered as a standard of acceptable
measures. If there are measures in question which are not on the above list, please contact this office for
clarification.
Acceptable Aptitude Measures:
Wechsler Adult Intelligence Scale-3rd Edition (WAIS-III)
Wechsler Adult Intelligence Scale-Revised (WAIS-R)
Stanford Binet Intelligence Scale-4th and 5th Edition (SB IV, V)
Woodcock-Johnson Psychoeducational Battery-3rd Edition: Tests of Cognitive Ability
Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability
Kaufman Adolescent and Adult Intelligence Test
Non-acceptable Aptitude Measures:
Brief screening instruments or instruments inappropriate for college students are not acceptable.
Examples:Kaufman Brief Intelligence Test (KBIT)
Slosson Intelligence Test
Wechsler Abbreviated Scale of Intelligence (WASI)
Wechsler Intelligence Scale for Children – III (WISC-III)
Acceptable Achievement Measures:
Wechsler Individual Achievement Tests II (WIAT II)
Wechsler Individual Achievement Test (WIAT)
Woodcock-Johnson Psychoeducational Battery-3rd Edition: Tests of Achievement (WJ-III)
Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement (WJ-R)
Stanford Test of Academic Skills (TASK)
Scholastic Abilities Test for Adults (SATA)
Note: Screening tools such as the Wide Range Achievement Test (WRAT-III) are not considered
comprehensive measures of achievement and must be accompanied by a comprehensive measure such
as one of those listed above. All instruments selected to measure these areas must be age- appropriate.
Information Processing
a. Subtests of the WAIS-R or WAIS-III
b. Subtests of the Woodcock-Johnson Psychoeducational Battery: Tests of Cognitive Ability
c. Wechsler Memory Scales-Revised or 3rd Edition