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Section 2.22.04: Accommodation of Students with Other (Non-LD) Disabilities

SUBJECT: Accommodation of Students with Other (Non-LD) Disabilities
SOURCE: Memorandum to Presidents, Chief Academic Officers, and Chief Student Affairs Officers, 8/18/94; Memorandum to Academic and Student Affairs Vice Presidents, 06/04/99

PROCEDURES

Except as described below, University System Policies should not be waived or exceptions made for students with disabilities. Instead, means should be sought to assist students in meeting requirements through special accommodations and modifications of instructional techniques and testing procedures. Prior historical accommodations without documentation of clear current need does not in and of itself provide for corresponding accommodations.

Conduct rules and attendance policies apply to all students regardless of disabilities. Technical standards are essentials to which all students must adhere in a program of study. Students with disabilities may be eligible for accommodations; however, these students are still required to meet all of a program's technical standards.

The following procedures are for the accommodation of students with disabilities other than those diagnosed as learning disabilities.

ACQUIRED BRAIN IMPAIRMENT

Students with acquired brain impairment may be eligible for the same accommodations to System Policy and Procedures as students with developmental learning disabilities. (See Section 2.22 of the Academic Affairs Handbook). Students must provide appropriate documentation of their medical history and cognitive deficits and abilities as related to academic functioning to local institutions for institutional accommodations. Otherwise, students with acquired brain impairment must be evaluated and approved by a Regents Center for Learning Disorders in order to be eligible for exceptions to Regents' Policy and Procedures (extended semesters in Learning Support, substitution of the CPC foreign language requirement, or CPE or Regents' Test accommodations other than those provided for in Section 2.08). The Regents Center for Learning Disorders may review the student's existing documentation and may require additional testing.

VISUAL, HEARING, OR MOTOR IMPAIRMENT

Appropriate course and testing accommodations should be made for students with visual, hearing, or motor impairment. As stated in the Learning Support Procedures (Section 2.09.01 of the Academic Affairs Handbook), students with visual, hearing, or motor impairments may be granted up to two additional semesters of Learning Support at the institution's discretion. Documentation on such students is to be maintained at the institution and summarized in the Annual Report on Learning Disorders.

As stated in Section 3.01.07 of the Academic Affairs Handbook, students with visual, hearing, and motor impairments should receive reasonable accommodation in meeting the CPC requirements. If a student's disability precludes the acquisition of a foreign language, appropriate substitutions may be made. For example, a student with a hearing impairment may meet the foreign language requirement through proficiency in American Sign Language or a course on foreign culture.

The procedure for accommodating students with visual, hearing, or motor impairment on the Regents' Test is described in Section 2.08 of the Academic Affairs Handbook.

ATTENTION DEFICIT/HYPERACTIVITY DISORDERS (ADHD)

In order to be eligible for accommodations because of ADHD, students must meet the DSM-IV diagnostic criteria of the American Psychiatric Association (APA) and must meet the following criteria for documentation adopted by the Regents Centers for Learning Disorders:

  1. Developmental history that is documented, using independent sources, of appropriate symptoms and problem behaviors across multiple settings (i.e., past evaluations, school records, teacher report).

  2. Documentation of current symptoms that meet diagnostic criteria (clinical interview, behavior rating scales).

  3. Documentation of both childhood and current adult behavior on rating scales of ADHD symptoms that have appropriate age norms (Norms-based behavior rating scales -- actual data required).

  4. Corroboration of current ADHD symptoms across multiple settings by two independent observers with knowledge of the student's functioning (e.g., parent, spouse, teacher, supervisor, co-worker, relative, and/or clinician observation).

  5. Clear evidence and documentation of interference with developmentally appropriate academic, social, or vocational functioning.

  6. All other psychiatric or medical disorders which may cause problems with inattention are differentially evaluated, documented, and considered in the differential diagnosis. This is particularly important when mood, anxiety, or substance abuse disorders are involved. Other causes of problems with attention and concentration must be considered and discussed (i.e., test anxiety). A positive response to medication is not by itself considered diagnostic.

  7. Assessment on which the documentation or evaluation is based must have been completed no more then three years prior to the student's application for academic assistance, OR must have been completed as an adult (18 years old or older) and still be considered current.

All documentation must include a specific diagnosis of ADHD and provide the evidence used to meet the above seven criteria. It is important for all evaluations to state clearly how ADHD functionally impacts the student's life across settings, creates a substantial limitation in learning, and provide a clear rationale why specific accommodations are needed to mediate its impact.

Accommodations on System tests may be provided for students with ADHD as described by the Learning Support/Developmental Studies Policies and Procedures (Section 2.09.01 of the Academic Affairs Handbook) and the procedures for Special Administration of the Regents' Test to Students with Disabilities (Section 2.08 of the Academic Affairs Handbook). Students with ADHD may be eligible for extended semesters in Learning Support upon approval by a Regents Center for Learning Disorders. Evaluation by the Centers will be based on the DSM-IV criteria and the documentation criteria established by the Centers.

PSYCHIATRIC DISORDERS

Students with psychiatric disorders, as defined by the DSM IV, may be eligible for appropriate course and testing accommodations according to System Policy and Procedures if there is a documented impact on their academic and related functioning. For consideration for institutional accommodations, students must provide their institutions with current documentation which includes an evaluation by an appropriate licensed professional (psychiatrist, licensed psychologist, neurologist) with expertise and training in psychiatric diagnosis. This documentation must make a definitive diagnosis, state the nature of the functional impairment involved, and document the differential diagnoses which were considered and ruled out. Documentation must also address the length and severity of impairment, how it currently manifests in substantial limitations in academics, and include suggestions for appropriate accommodations. System-level accommodations must be approved by the RCLD.

OTHER

Students with disabilities as defined in ADA/504 who are otherwise qualified and are not covered by the existing procedures described above may be eligible for accommodations to Regents Policy (extended semesters in Learning Support, substitution of CPC foreign language requirement, or System testing accommodations) only upon approval of a Regents Center for Learning Disorders. Existing documentation will be reviewed, and additional documentation may be required by the Center.

Last Updated: 06/04/1999


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