Appropriate Documentation of a Disability
Students requesting accommodations are required to submit documentation to verify eligibility. The documentation should validate the need for services based upon the student's current level of functioning. The documentation should meet the following guidelines:
- Evaluation must be from a qualified professional not related to the student. The name, title and professional credentials (license or certification) of the evaluator must be included in the documentation. An IEP(Individualized Education Plan) is insufficient documentation but can be included as part of a more comprehensive assessment battery.
- All reports should be on letterhead, typed, dated, signed and otherwise legible. The documentation needs to be current within the last three years.
- The assessment should list the testing instruments used to diagnose the disability and must be comprehensive. Aptitude, achievement and information processing should be addressed.
- The evaluation must provide clear and specific evidence a disability does or does not exist. Individual "learning styles," "learning differences," and "academic problems" do not by themselves constitute a learning disability. It is important to rule out alternative explanations for problems in learning such as emotional, attention or motivational problems that may be interfering with learning but do not constitute a learning disability.
- The requested accommodations should be clearly identified in the assessment. If they are, the director of academic resources may contact the diagnostician for clarification.
Disability documentation submitted by a student is confidential. Franklin College will not release any part of the documentation without the student's informed consent.