Disability Services
Klump Academic Center, Rm. 148 · (570) 320-5225
Eligibility & Documentation Requirements for Accommodations
To ensure the provision of reasonable and appropriate services, students with disabilities must identify themselves in a timely manner when an accommodation is needed, and present current, comprehensive documentation of their disability. Records are confidential and are not part of the student’s academic file. Eligibility for disability-related accommodations at Pennsylvania College of Technology requires current documentation of the disability from an appropriate professional source, who has NO personal relationship with the individual being evaluated, verifying the nature of the disability, the functional impact, and the need for specific accommodations.
- [Attention Deficit Disorder (ADD/ADHD)]
- [Learning Disabilities]
- [Psychological Disabilities]
- [Physical Disabilities]
Attention Deficit Disorder (ADD/ADHD)
Documentation for ADD/ADHD must be from a qualified professional, who has NO personal relationship with the individual being evaluated, and must have been made within the past 3 years or completed by age 18 or over. Documentation should include:
- History of the disorder including onset, consistency, pervasiveness, and severity
- Full report including a clear diagnostic statement
- Aptitude test (including standard scores) including, but not
limited to, one of the
following: - Wechsler Adult Intelligence Scale (WAIS-III)
- Woodcock-Johnson Cognitive Ability (WJ-III)
- Stanford-Binet Intelligence Scale
- Kaufmann Intelligence Assessment Test
- Achievement test (including standard scores) including, but not limited to, one of the following:
- Wechsler Individual Achievement Test (WIAT-II)
- Woodcock-Johnson Test of Achievement (WJ-III)
- Scholastic Abilities Tests for Adults (SATA)
- Summary page including result interpretation, and ruling out other psychological, psychiatric problems or learning disabilities; should include a description of the current functional limitations presented by the student in an academic environment
- Recommendations for academic accommodations thought to aid the student in compensating for the learning disorder and why recommended.
Documentation for a learning disability must be from a qualified professional, who has NO personal relationship with the individual being evaluated, and must have been made within the past 3 years or completed by age 18 or over. Documentation should include:
- Full report including a clear diagnostic statement of the learning disability (DSM-IV TR)
- Aptitude test (including standard scores), including, but not limited to, one of the following:
- Wechsler Adult Intelligence Scale (WAIS-III)
- Woodcock-Johnson Cognitive Ability (WJ-III)
- Stanford-Binet Intelligence Scale
- Kaufmann Intelligence Assessment Test
- Achievement test (including standard scores) including, but not limited to, one of the following:
- Wechsler Individual Achievement Test (WIAT-II)
- Woodcock-Johnson Test of Achievement (WJ-III)
- Scholastic Abilities Tests for Adults (SATA)
- Summary page including result interpretation and a description of the current functional limitations presented by the student in an academic environment
- Recommendations for academic accommodations thought to aid the student in compensating for the learning disorder and why recommended
Documentation for a psychological/psychiatric disorder must be on letterhead from a qualified professional who has NO personal relationship with the individual being evaluated, and/or treating physician, and must have been written within the past 12 months. Documentation should include:
- History of the disorder including onset, consistency, pervasiveness, and severity obtained through a structured interview
- Diagnosis using the DSM-IV TR criteria and description of presenting characteristics
- A listing and results of neuropsychological tests, rating scales, or psychological testing used to support current diagnosis
- A description of the current functional limitations presented by
the student in an
academic environment - Medications (if any) currently prescribed and/or used for treatment, with potential side effects of the medication
- Recommendations for academic accommodations thought to aid the student in compensating for mood and/or anxiety disorder, and why recommended
- Signature of the qualified professional/treating physician, including professional credentials and date on which the diagnostic statement was written
Documentation for a physical disability must be on letterhead from a qualified professional and/or treating physician, who has NO personal relationship with the individual being evaluated, and must have been written within the past 12 months. Documentation should include:
- History of the disorder including onset, severity, consistency, and pervasiveness
- Diagnosis of the disability
- Listing and results of tests used to support current diagnosis
- A description of the current functional limitations presented by the student in an academic environment (may include mobility, manual dexterity, information retrieval, communication, and endurance
- Medications (if any) currently prescribed and/or used to treat the disability, with potential side effects of the medication
- Recommendations for academic accommodations thought to aid the student in compensation, including assistive devices and/or adaptive technology, and why recommended
- Signature of the qualified professional/treating physician including professional credentials and date on which the diagnostic statement was written