How to Qualify
1. Make an Appointment
Contact the Accessibility Services Office, Taft 107 or 111, to schedule a meeting with the director to discuss your needs. You are welcome to stop by, call, or email to schedule an appointment.
2. Submit a Request for Accommodations Form
3. Submit Disability Documentation
Submit current documentation (e.g., psychological/psycho-educational evaluation, medical/diagnostic reports) from licensed physicians, psychologists, or other appropriately credentialed professionals that includes your diagnosis, how your disability impacts you as a student, and recommended accommodations.
Documentation guidelines* are provided to ensure that documentation is complete and supports requested accommodations and/or auxiliary aids as being necessary. A diagnosis of a disorder/impairment alone does not qualify an individual for an accommodation under applicable federal laws. For the purpose of receiving consideration for reasonable accommodations at Louisburg College, an individual must have an impairment that substantially limits one or more major life activities.
4. Meet with Director
The student and director discuss the student’s expressed needs and concerns, service eligibility, disability documentation, and possible accommodations. If appropriate, a form is signed to enable Accessibility Services staff to disclose accommodation eligibility to the student’s instructors.
5. Review Accommodations
Students will schedule an appointment with the director each semester to review accommodations and update disclosure release forms so that they apply to a student’s new set of instructors.
QUALIFICATIONS OF CLINICIAN/PROVIDER
Documentation must be typed on office or practice letterhead, dated and signed by a professional who is licensed or certified in the area for which the diagnosis is made. Name, title, license/certification credentials, and affiliations must be stated and shall not be family members or others with a close personal relationship to the individual.
DIAGNOSIS & HISTORY
A diagnostic statement identifying the disability, including ICD or DSM classification, along with any relevant personal, psychosocial, medical, developmental and/or educational history.
DESCRIPTION OF DIAGNOSTIC METHODOLOGY
A full description of the diagnostic methodology used, including data and measurements from appropriate evaluation instruments. The results obtained should draw a direct link to the diagnosis and the functional limitations of the disability. For cognitive disorders, evaluations should use adult norms.
CURRENT IMPACT AND FUNCTIONAL LIMITATIONS
A clear description of the current impact and functional limitations of the condition pertaining to the academic, workplace and/or residential settings. Information regarding whether symptoms are constant or episodic, and the frequency and/or duration should be addressed.
Any treatments, medications, and/or assistive devices/services currently prescribed or in use should include a description of the mediating effects and potential side effects from such treatments.
Recommendations should be directly linked to the impact or functional limitations associated with the disability, or medication prescribed to control symptoms, and include a clear rationale based on level of impairment.
ADEQUACY OF DOCUMENTATION
Generally, sufficient documentation includes a psychological/psycho-educational evaluation or a letter from a medical/mental health provider which addresses the areas described above.
While school plans such as IEPs or 504 Plans are helpful, they do not substitute for complete and current documentation.
Likewise, other documents that are inadequate for this purpose include: documentation that is not age appropriate; testing instruments normed for children rather than adults; documentation in which screening instruments or rating scales are used as the sole diagnostic tool; medical chart notes or prescription pad notations; documents prepared for non-educational agencies (e.g., Social Security Administration, Department of Veterans Affairs).
Students may use the Request for Accommodations Form and submit documentation at any time, but at a minimum of 14 calendar days prior to the need for services. Accommodations cannot be provided retroactively.
The student is responsible to self-identify and to provide documentation of disability. In general, the less obvious the disability, the more information is required to assess a student’s needs and make accommodation recommendations. If the documentation is incomplete or inadequate to determine the extent of the disability or reasonable accommodation, the college has the discretion to require additional documentation, the cost of which is borne by the student.