A branch of Webber International University
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St. Andrews students have experienced internships with IBM, Nickelodeon, United Nations, NASA, Disney World, Wells Fargo, and Easter Seals to name a few.

Office of Disability Services

Documentation Guidelines for Students with Disabilities

Students requesting support services from the St. Andrews University Office of Disability Services are required to submit documentation to verify eligibility under the Americans with Disabilities Act: 2010 (http://www.ada.gov/). These guidelines are provided in the interest of ensuring that the documentation is complete and appropriate. Documentation that establishes a disability should be comprehensive and specific in order for a student to receive services in a post-secondary setting.
The following elements should be included in all documentation submitted on behalf of the student.

  1. Qualification of the Evaluator
    • Qualified professional in the specialty area
    • Relevant training and experience with the appropriate population
  2. Documentation
    • Recent, appropriate and recent information (less than three years) assessing the disability
    • Evaluation of the student’s current level of functioning.
    • Explanation of the impact of the disability on student’s current functioning.
  3. Validations of Disability
    • Specific diagnostic information, including assessment procedures and diagnosis, for the disability (including sub-test scores if appropriate).
    • Evidence of substantial limitation to a major life activity
  4. Accommodations
    • Recommendation for specific accommodation in an academic environment.
    • Supporting rationale for recommended accommodations

All disability documentation submitted to St. Andrews Office of Disability Services is confidential. It is the responsibility of the individual seeking accommodations to provide adequate disability documentation before accommodations can be provided. St. Andrews will provide reasonable accommodations, adjustments, and /or services warranted by the documentation. St. Andrews makes the decision by selecting from equally effective accommodations. All accommodations meet requirements under the American Disabilities Act 2010.

NOTE: All documentation must be submitted directly from the qualified person who made the diagnosis. IEP’s and 504 plans are to be submitted directly from the High School. Documentation submitted by the student or parents/guardians is not acceptable.

Further information about documentation:

Documentation submitted as a part of the request for university academic accommodations must include:

  1. The name of the examiner
  2. Degrees held by the examiner and specific license and qualifications
  3. Date of examination

Please be sure to have all documentation include a diagnosis completed by a person eligible to make that diagnosis. Limitations and conditions that can affect academic performance at the post-secondary level must be included also.

Please note that for certain disabilities, specific tests are required. These are noted below. The tests and evaluations must be completed within the past three years. It often takes an extended time period to have testing, evaluation and documentation sent to the Office of Disability services. If complete documentation is not received by student orientation or the first day of class, provision of accommodations may be delayed.

It is important for a current diagnosis and information regarding impact and limitations because it allows St, Andrews to work more effectively with our students. All documentation is confidential and remains locked in the ODS office area.

Documentation for Students with Disabilities (non SLD)

Students requesting disability services based on physical or other non specific learning related issues must also provide documentation. This documentation should also be specific and comprehensive. The documentation must include the following information

  1. Qualifications of the Provider/Specialist
    • Qualified professional in the specialty area
    • Relevant training and experience with given illness/disability
  2. Documentation:
    • A letter from primary/specialist provider describing the disability
    • Explanation of the student’s current level of functioning
    • The effect it may have on success in an academic environment
  3. Validation:
    • Specific statement of diagnosis
    • Evidence of substantial limitation to a major life activity
  4. Accommodations
    • Recommendations for specific accommodations in an academic environment

Documentation Guidelines for Students with Learning Disabilities (SLD)

A complete psycho-evaluation, signed by the evaluator must include:

  1. Assessment of intellectual disability
  2. Wechsler Adult Intelligences Scale (WAIS - R or WAIS - III), with all subtest standards scores provided. (The WIC-R or WISCIII will not be accepted)
  3. Assessment of educational achievement in the areas of reading, mathematics and written language. Suitable Tests include
    • Woodcock - Johnson Tests of Educational Achievemen - Revised (WJ-R or WJ-III)
    • Wechsler Individual Test (WIAT)
    • A statement indicating diagnosis of a specific learning disability (identified specifically)
    • Diagnosis based on the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) by a person certified to make that diagnosis
    • A narrative indicating the current status and impact of the learning disability in an academic setting, information on processing ability must be included.
    • Latest IEP or 504 Plan (include all annual goals and educational/classroom /testing modifications)
    • High School transcript or post-secondary transcript if transfer student (official copy not needed)
  4. All evaluations and documentation must be less than three years old and must be sent directly to us by the testing agency/school. Information sent by students or parents is not acceptable.

Additional Documentation Guidelines for Students with ADD/ADHD

In addition to the learning evaluations above - we ask that students seeking accommodations for ADD/ ADHD provide the following

  1. A statement of diagnosis by a licensed professional making that diagnosis must be presented as documentation (this could be a physician and or a psychologist).
  2. A narrative explaining the impact the diagnosis has on learning and any suggested accommodations. The diagnoses based on the Diagnostic and Statistical Manual (DSM-IV) is preferred).

 


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St. Andrews University
A branch of Webber International University
1700 Dogwood Mile
Laurinburg, NC 28352
(910) 277-5555 • (800) 763-0198 • (fax) 910-277-5020
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