Lehigh University welcomes individuals with disabilities and is committed to ensuring equal access so that all students can live, learn, and lead at Lehigh.
The Office of Disability Support Services (DSS) supports and enhances Lehigh University’s educational mission and its commitment to maintaining an inclusive and equitable community by providing equal access and reasonable accommodations to qualified students with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act as amended (ADAAA 2008). Federal law defines a disability as an impairment that substantially limits one or more major life activities. To request accommodations, students must register with DSS and provide documentation that verifies the existence of a disability, its severity, presenting symptoms, and impact in an educational setting.
Especially during peak periods such as summer or at the start of a semester, it may take several weeks to review and/or process information and documentation. First year students and new students are strongly encouraged to request accommodations from DSS as early as possible prior to attending Lehigh University. Current students may request accommodations at any time but are encouraged to make their requests for accommodations as soon as they become aware of a need for one.
DSS document guidelines are utilized to ensure consistency and provide students, schools, families, and clinicians with the information needed to assist students in establishing eligibility for services and receiving reasonable accommodations at Lehigh University. Documentation should be comprehensive in order to avoid or reduce unnecessary time delays in decision making related to the provision of services.
General Documentation Guidelines
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Disability verification forms must be completed by professionals with comprehensive training and experience in the relevant specialty and hold appropriate licensure and/or certification.
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The provider must be familiar with the history and functional limitations of the student’s condition and provide detailed information about the substantial nature and level of the impairment and its impact on major life activities.
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The documentation provided cannot be from a family member or someone with a personal relationship with the student or student’s family.
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Typed documentation is encouraged for legibility and accessibility reasons.
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Any supplemental documentation must be on official letterhead and signed and dated. Supplemental documentation must be current and, ideally, dated within three years of requesting accommodations as older documentation from elementary and middle school often provides outdated information. Objective measure evaluations should include the use of adult norms. Reports may include psych-educational or neuropsychological reports.
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Students are welcome to submit their previous Individualized Education Program (IEP), 504 Accommodation Plan, educational plans, records of accommodation on standardized tests such as SAT or ACT, and/or accommodation letters from previous academic institutions as supplemental information; however, while these documents contribute to consideration, they alone are insufficient for full determination.
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Self-reported checklists and/or surveys can serve to supplement the diagnostic profile, but do not substitute for clinical observations and sound diagnostic assessments in determining functional impairment and reasonable accommodations.
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Documentation must be in English. Documentation in a language other than English should be submitted along with a certified translation provided by a licensed translation service.
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DSS reserves the right to request additional information if the submitted documentation does not contain sufficient information to determine appropriate accommodations.
Disability-Specific Guidelines
- Learning Disabilities and other Cognitive Disorders
- Attention- Deficit/Hyperactivity Disorder
- Physical Disabilities and Chronic Health Conditions
- Psychiatric / Psychological Disorders
- Vision-Related Conditions
- Deaf and Hard of Hearing
- Autism Spectrum Disorder / Asperger's Syndrome
Learning Disabilities and other Cognitive Disorders
Students requesting support services are required to provide the Dean of Students/Academic Support Services with current documentation of a diagnosed learning disability, attention deficit disorder or neurological impairment from a recognized authority. The evaluation must have been administered within three (3) years of the student's enrollment date. The report must be comprehensive and include test scores and a clear diagnosis of a significant impairment. The following three domains must be addressed within the evaluation:
Intellectual Functioning
A complete intellectual assessment is required with all sub-test and standard scores. The preferred instrument is:
- Wechsler Adult Intelligence Scale-IV (WAIS-IV) or
- Woodcock-Johnson Psycho-Educational Battery: Tests of Cognitive Ability-V
Achievement
A complete achievement battery, with all subjects and standard scores, should be provided. The battery should include current levels of academic functioning in reading, decoding and comprehension, mathematics, and written language. Scores reflecting measure of fluency should be provided. Acceptable instruments include, but are not limited to:
- Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Achievement-V
- Nelson-Denny Reading Test
- Scholastic Abilities Test for Adults (SATA)
- Woodcock Reading Mastery Tests-Revised
- Wechsler Individual Achievement Test (WIAT)
The Wide Range Achievement Test-3 (WRAT) is not a comprehensive measure of achievement and therefore is not acceptable if used as the only measure of achievement.
Information Processing
Specific areas of information processing, such a as short and long-term memory, auditory and visual processing, and processing speed must be assessed. Acceptable instruments include, but are not limited to:
- WAIS-IV
- Woodcock-Johnson Psycho-Educational Battery: Test of Cognitive Ability-V
- Bender Visual-Motor Gestalt
- Wechsler Memory Scale
Actual Test Scores
Standard scores and percentiles must be provided for all normed measures. Grade equivalents are not acceptable unless standard scores and/or percentiles are also included. The evaluation must show evidence of a significant discrepancy in cognitive/achievement and in information processing that demonstrates a substantial limitation for which an accommodation is recommended.
Specific Diagnosis
The evaluation must include a specific diagnosis. For example, individual "learning styles," "learning difference," or "academic weaknesses" are not considered neurological disabilities for which accommodations will be granted. The specific diagnosis must be supported by test data, academic history, and clinical observations that may include comments about the candidate's level of motivation, study skills, and other psycho-social factors.
Alternative diagnoses or explanations, such as medical and psychiatric disorders, as well as education and cultural factors affecting the individual's performance, should be ruled out.
Source: The Policy Book, LRP Publications, 2000
Attention-Deficit/Hyperactivity Disorder
Students should have their clincians complete the Attention Deficit/Hyperactivity Disorder (AD/HD) Verification Form.
Physical Disabilities and Chronic Health Conditions
Any physical disability or chronic health condition is considered to be in the medical domain and requires expertise of a physician, neurologist, or other medical specialist with experience and expertise in the area for which accommodations are being requested. The diagnostician must be an impartial individual who is not a family member of the student. The name, title, and credentials of the qualified professional writing the report should be included.
Due to the fluctuating nature of some chronic health conditions, students may be required to provide a physician's follow up letter on an annual basis in order to determine continued eligibility to receive academic accommodations. The following guidelines are provided to assist the Office of Academic Support Services for Students with Disabilities in collaborating with each student to determine appropriate accommodations.
Documentation should include:
- A clear statement of the medical diagnosis or chronic health condition.
- A description of present symptoms that meet the criteria for diagnosis.
- Documentation for eligibility must reflect the current impact the physical disability or chronic health condition has on the student's level of functioning and the need for the requested accommodation (date of acceptable documentation is dependent upon the disabling condition, the student's request for accommodations, and the current status of the student).
- A link must be established between the requested accommodations and the functional limitations of the individual.
- A summary of assessment procedures and evaluation instruments used to make the diagnosis, including evaluation results and standardized scores if applicable.
- Medical information should include the impact of medication on the student's ability to meet the demands of the post secondary environment.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated.
Source: The Policy Book, LRP Publications, 2000
Psychiatric/Psychological Disorders
Psychiatric disabilities comprise a range of conditions characterized by emotional, cognitive, and/or behavioral dysfunction. A diagnosis by a licensed mental health professional including psychologists, neuropsychologists, psychiatrists, neuropsychiatrists, other relevantly trained medical doctors is required. The diagnostician must be an impartial individual who is not a family member of the student. The name, title, and credentials of the qualified professional writing the report should be included.
Documentation for eligibility must reflect the current impact the disability has on the student's functioning (date of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations).
Documentation should include:
- A clear statement of the disability, including DSM-5 diagnosis, and a summary of assessment procedures and evaluation instruments used to make the diagnosis.
- A description of the current functional limitations in the academic environment, as well as across other settings. This should include a history of presenting symptoms, duration and severity of the disorder, and relevant historical data.
- Medical information relating to the student's needs, including the impact of medication on the student's ability to meet the demands of the post secondary environment. This should include the current medication regimen and side effects
- Relevant information regarding current treatment
- A specific request for accommodation with accompanying rationale. A link must be established between the requested accommodations and the functional limitations of the student in the academic environment. A diagnosis in and of itself does not automatically warrant approval of requested accommodations.
Academic accommodations for students with psychological disabilities are usually granted for twelve months. Renewal of accommodations requires a current recommendation from a qualified evaluator or licensed professional who is involved with the treatment of the student. Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The Office of Academic Support Services for Students with Disabilities retains the right to request further documentation, if perceived necessary.
Source: The Policy Book, LRP Publications, 2000
Vision-Related Conditions
Ophthalmologists are the primary professionals involved in diagnosis and medical treatment of individuals who are blind or have low vision. Optometrists provide information regarding the measurement of visual acuity as well as tracking and fusion difficulties. The diagnostician must be an impartial individual who is not a family member of the student.
The following guidelines are provided to assist the Office of Academic Support Services in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations.
Recommended documentation includes:
- A clear statement of vision-related disability with supporting numerical description that reflects the current impact the blindness or vision loss has on the student's functioning (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations).
- A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores.
- Present symptoms that meet the criteria for diagnosis.
- Medical information relating to the student's needs the status of the individual's vision (static or changing), and its impact on the demands of the academic program.
- Narrative or descriptive text providing both quantitative and qualitative information about the student's abilities that might be helpful in understanding the student's profile including functional limitation, the use of corrective lenses and ongoing visual therapy (if appropriate).
- A statement of the functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Office of Academic Support Services collaboratively determine appropriate accommodations.
Source: The Policy Book, LRP Publications, 2000
Deaf or Hard of Hearing
Physicians, including otorhinolaryngologists and otologists, are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms. The diagnostician should be an impartial individual who is not a family member of the student.
The following guidelines are provided to assist the Office of Academic Support Services in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations.
Recommended documentation includes:
- A clear statement of deafness or hearing loss, with a current audiogram that reflects the current impact the deafness or hearing loss has on the student's functioning, (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
- A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate
- Medical information relating to the student's needs, the status of the individual's hearing (static or changing) and its impact on the demands of the academic program
- A statement regarding the use of hearing aids (if appropriate)
- A statement of the functional impacts or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and the Office of Academic Support Services collaboratively determine appropriate accommodations.
Source: The Policy Book, LRP Publications, 2000
Autism Spectrum Disorder / Asperger's Syndrome
Students requesting support services are required to provide the Dean of Students/Academic Support Services with current documentation of a diagnosed Autism Spectrum Disorder or Asperger’s Syndrome from a recognized authority. If documentation of ASD has been established during the time that the student attended K-12 school, then the diagnosis will generally be sufficient. However, a description of the current functional limitations of the disorder should be provided.
Content of Documentation
- A specific diagnosis that conforms to the DSM-5 including the criterion for Autism Spectrum Disorder, Asperger’s Syndrome or Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS).
- Current functional limitations on major life activities resulting from ASD. These may include but are not limited to:
- Communication or language skill
- Social interactions
- Restricted, repetitive, and/or stereotyped patterns of behavior, interests or activities
- Sensory functioning, especially sensitivity to environmental conditions that may be present in an educational setting
- Motor skills and planning
- Evidence to support the functional limitations statement. This may include, but is not limited to:
Intellectual Functioning
A complete intellectual assessment is required with all sub-test and standard scores.
The preferred instrument is:
- Wechsler Adult Intelligence Scale-IV (WAIS-IV) or
- Woodcock-Johnson Psycho-Educational Battery: Tests of Cognitive Ability-V
Achievement
A complete achievement battery, with all subjects and standard scores, should be provided. The battery should include current levels of academic functioning in reading, decoding and comprehension, mathematics, and written language. Scores reflecting measure of fluency should be provided. Acceptable instruments include, but are not limited to:
- Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of Achievement-V
- Wechsler Individual Achievement Test (WIAT-IV)
Information Processing
Specific areas of information processing, such a as short and long-term memory, auditory and visual processing, and processing speed must be assessed. Acceptable instruments include, but are not limited to:
- WAIS-IV
- Woodcock-Johnson Psycho-Educational Battery: Test of Cognitive Ability-V
- Bender Visual-Motor Gestalt
- Wechsler Memory Scale
Actual Test Scores
Standard scores and percentiles must be provided for all normed measures. Grade equivalents are not acceptable unless standard scores and/or percentiles are also included.
- Recommended Accommodations. All accommodations should be directly related to the functional limitations listed in the report. The rationale for each recommendation should be supported by the test data and/or clinical observations.
- Recommendations for other support services or strategies that may be beneficial in a higher educational environment. This may include suggestions for single room, assistive technology, medication, as well as other recommended interventions, such as counseling services.