Student Accessibility Services
Kent State University does not discriminate based on disability in its programs and activities.
If you are seeking permanent or temporary disability related accommodations on the Kent State College of Podiatric Medicine (KSUCPM) campus you may contact the KSUCPM Student Accessibility Services (SAS) Office: Gina Ralston (firstname.lastname@example.org / 216-916-7499) or Lorie Evans (email@example.com / 216-916-7489), or walk-in visit.
The KSUCPM SAS Office is located in the Student Affairs Hallway across from Tutoring Room C.
KSUCPM SAS documentation guidelines for students seeking accommodation
How do I provide documentation of my disability?
KSUCPM Student Accessibility Services (SAS) provides support services for students with documented disabilities. KSUCPM SAS utilizes an interactive, case-by-case approach when determining eligibility for services and reasonable accommodations. Students requesting accommodations from KSUCPM SAS may be required to provide documentation regarding their specific disability. This documentation should demonstrate a disability covered under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (and the ADA As Amended in 2008).
There are multiple ways for students to provide their documentation to KSUCPM SAS:
- A completed Disability Verification Form completed by a licensed professional and/or properly credentialed professional (e.g. medical doctor, psychiatrist, counselor, etc.).
Disability Documentation Form (Word)
Disability Documentation Form (PDF)
- A letter written by the student’s healthcare professional that should include all of the following:
- Diagnostic statement identifying the disability and date of diagnosis
- Description of the diagnostic methodology used to identify the specific disability
- Description of the student’s current functional limitations in relation to academic performance
- Description of the expected progression and/or stability of the disability
- Recommendations for accommodations
- A current comprehensive diagnostic report (e.g. MFE or ETR). Where appropriate, summary and data from specific test results should be attached. A learning disability assessment should include (a) a measure of cognitive aptitude (preferably normed for adults) and (b) a measure of achievement in reading, math and/or written language. Data should be based on age norms and reported as standard scores and percentiles. Please note, an Individual Education Plan (IEP), a 504 Plan, or a Summary of Performance, while helpful in establishing a record of supported accommodations, may not be enough in and of themselves to establish the presence of a disability at the postsecondary level.
Additional Learning Disability documentation information:
Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, individuals with Learning Disabilities are guaranteed certain protections and rights to accommodations based upon documentation. The documentation must indicate that the disability substantially limits some major life activity, including learning. The following guidelines were developed by the Association on Higher Education and Disability (AHEAD), and are provided in the interest of assuring that documentation is appropriate to verify eligibility and to support requests for accommodations, academic adjustments and/or auxiliary aids.
THE NEUROPSYCHOLOGICAL OR PSYCHOEDUCATIONAL EVALUATION
The neuropsychological or psychoeducational evaluation for the diagnosis of a specific Learning Disability must be submitted on letterhead of the qualified professional, and it must provide clear and specific evidence of a Learning Disability. It is not acceptable to administer one test, nor is it acceptable to base a diagnosis on only one of the several subtests. Specifically, the evaluation must adhere to the following criteria:
- Testing must be current (within the past 3-5 years).
- Testing must indicate a specific diagnosis from the DSM-IV. **Please note that individual "learning styles", "learning differences", and "academic problems" in and of themselves do not constitute a Learning Disability. The nature and the severity of the disability must be supported by the psychoeducational assessment.
- Actual test scores must be provided.(Standard scores for all normed measures or percentiles are acceptable, grade equivalents are not unless standard scores/percentiles are also included.)
- Test scores must show evidence of significant discrepancies and intra-individual differences.
- A description of requested accommodations including the rationale must be provided.
- A qualified professional must conduct the evaluation. They must indicate licensure or certification on the assessment.
MINIMALLY, DOMAINS TO BE ADDRESSED MUST INCLUDE THE FOLLOWING:
A complete aptitude battery is required with all subtests and standard scores. An adult level battery should be administered, if appropriate. This should include one of the following:
- Wechsler Adult Intelligence Scale-version III (WAIS-III) (the preferred Instrument).
- Woodcock-Johnson Psychoeducational Battery-Revised: Test of Cognitive Ability Stanford-Binet Intelligence Scale:Fourth Edition
Note: The Slosson Intelligence Test-Revised and the Kaufman Adult Intelligence Test do not constitute adequate intelligence test measures.
A complete aptitude battery is required with all subtests and standard scores. This battery may include current levels of academic functioning in Reading (decoding and comprehension), Mathematics, and Written Language. Acceptable instruments include, but are not limited to:
- Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement
- Wechsler Individual Achievement Test (WIAT)
- Stanford Test of Academic Skill (TASK)
- Scholastic Abilities Test for Adults (SATA)
- Or, specific achievement tests such as the Test of Written Language-2 (TOWL-2), Woodcock Reading Mastery Tests-Revised; or the Stanford Diagnostic Mathematics Test
Note: The Wide Range Achievement Test-Revised is not a comprehensive measure of Achievement, and therefore is not acceptable if used as the sole measure of achievement. Also, the Nelson-Deny is not an appropriate diagnostic measure of Reading achievement. It is a useful screening instrument when administered under standardized conditions, but it should not be used as basis for diagnosis.
C. Information Processing
Specific areas of information processing (i.e. short- and long-term memory; sequential memory; auditory and visual perception/processing; processing speed; executive functioning; motor ability) must be assessed. Acceptable instruments include but are not limited to:
- Detroit Tests of Learning Aptitude-3 (DTLA-3)
- Information from subtests of the WAIS-III, or the Woodcock-Johnson Tests of Cognitive Ability
- Other instruments relevant to the presenting learning problem
These guidelines are designed to assist individuals who have documented Learning Disabilities in receiving reasonable accommodations under the law. By providing a current and comprehensive battery of tests, which support the requests for accommodation on the basis of substantial limitation to learning, each individual will be provided an opportunity to demonstrate his/her abilities at the post-secondary, graduate and professional level as well as with testing and licensing agencies. Please feel free to contact our office if you need any clarification of these guidelines.
Questions or concerns?
Feel free to contact the KSUCPM SAS Coordinator at firstname.lastname@example.org / 216-916-7499 or 216-916-7489 if you have questions, need assistance, or would like to schedule an appointment.
You may find additional information on services available at the KENT Campus SAS office in the SAS Student Handbook.