The Office of Disability Services provides accommodations and services to students with documented learning or physical disabilities (i.e., specific learning disabilities, attention–deficit / hyperactivity disorder, chronic illnesses, mobility impairments, deaf/hard of hearing, blind/low vision, psychiatric disabilities, and traumatic brain injuiries) that result in a substantial limitation of a major live activity. Appropriate services are determined by the designated faculty member based on the documentation provided and may include one or more of the following:
- Academic advising and monitoring
- Classroom, testing, and/or enviromental accommodations
- Assistive technology for academic purposes
- Enhancement of strategies for learning, self advocacy and daily living
Documentation Requirements
Students who request accommodations or academic adjustments are responsible for providing required documentation to the Office of Disability Services and for requesting those accommodations or adjustments. In order to fully evaluate requests for accommodations or academic adjustments, East Stroudsburg University require documentation of the disability that consists of an evaluation by an appropriate professional and describes the current impact of the disability as it relates to the accommodation request.
Documentation provided will be used by the faculty members in the Office of Disability Services to evaluate requests for accommodations or academic adjustments based on their professional judgement. The evaluation process includes a review of the documentation itself, an interview with the student, and an assessment of the student's program of study.
The guidelines below were developed to assist students and prospective students in working with their treating professional(s) to prepare the information needed to evaluate their request. If, after reading these guidelines, individuals have any questions, please call the Office of Disability Services at (570) 422–3954. (V/TTY)
For individuals who have recently been receiving services from a public school system, the information requested would most likely be contained in the Psycho–Educational Evaluation from their most recent review. Some of the information may also be contained in an IEP, 504 Plan, or Transition Plan, but these documents alone do not constitute appropriate documentation. Students must request this information separately from their high school transcripts. This information should be sent to the Office of Disability Services. For individuals who are or have been recently receiving services from a state rehabilitation agency, relevant documentation may be available through the state agencies.
For individuals transferring from another college, information related to their disability will not be sent with a transcript request. They must request that information separately. Additionally, the information East Stroudsburg University is requesting may or may not have been a part of their previous college's evaluation process. Individuals should check the information against the guidelines below.
AS APPROPRIATE TO THE DISABILITY DOCUMENTATION SHOULD INCLUDE THESE FIVE ELEMENTS:
- A diagnostic statement identifying the disabilitydate of the current diagnostic evaluation, and the date of the original diagnosis. The disability must be identified. The diagnostic systems used by the Department of Education, the State Department of Rehabilitative Services or other state agencies and/or the current editions of either the Diagnostic Statistical Manual of the American Psychiatric Association (DSM) or the International Statistical Classification of Diseases and Related Health Problems of the World Health Organization (ICD) are the recommended diagnostic taxonomies. In order for a student to receive services for a specific learning disability at East Stroudsburg University, the following elements must be identified as part of the diagnostic evaluation
- Neurological dsyfuction (generally persumed through psychological assessment)
- Uneven growth patterns (may appear as differences between or within Verbal and Performance areas on WISC–III or WAIS–III)
- Difficulty in academic and learning tasks
- Discrepancy between potential and achievement (as measured through individually administered intelligence and achievement tests)
- Exclusion of other causes
- A description of the diagnostic criteria and/or diagnostic tests used. This description should include the specific results of diagnostic procedures, diagnostic tests utilized, and when administered. When available both summary and specific test scores should be reported as standard scores and the norming population identified. When standard scores are not available, the mean, standard deviation, and the standard error of measurement are requested as appropriate to the construction of the test. Diagnostic methods used should be congruent with the disability and current professional practices within the field. Informal or nonndash;standardized evaluations should be described in enough detail that a professional colleague could understand their role and significance in the diagnostic process.
- A description of the current functional impact of the disability. The current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described either explicitly or through the provision of specific results from the diagnostic procedures and must demonstrate that the physical or mental disability creates a substantial limitation to a major life activity. Currency will be evaluated based on the typical progression of the disability, its interaction with development across the life span, the presence or absence of significant events (since the date of the evaluation) that would impact functioning, and the applicability of the information to the current context of the request for accommodations.
- Treatments, medications, assistive devices/services currently prescribed or in use. A description of treatments, medications, assistive devices, accommodations and/or assistive services in current use. Significant side effects that may impact physical, perceptual, behavioral and/or cognitive performance should also be noted.
- The credentials of the diagnosing professional(s). Information describing the certification, licensure, and/or the professional training of individuals conducting the evaluation should be provided. Beyond the five elements expected to be included in documentation, recommendations for accommodations or academic adjustments will be considered. Final determination of appropriate accommodations and academic adjustments will be made by the faculty members of the Office of Disability Services, in collaboration with the student and in consideration of the student's chosen curriculum.
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