Determining Eligibility

 Students requesting disability services based on one or more limitations / disabilities / impairments, must have such limitation / disability / impairment described by the following definitions:

• Is a student diagnosed with a disability requesting services who must be enrolled or accepted for enrollment at ABAC

• Is a student who is eligible to enroll in any certificate, diploma or degree program or any other course offerings of ABAC, and

• Is a student who meets either or both criteria above and can demonstrate that full inclusion in the college experience at ABAC requires advocacy from the Director by meeting the following criteria:
• Is eligible for services by being disabled/handicapped as defined in the Americans with Disabilities Act, 1990. Specifically, a disability as defined in the ADA is a physical or mental impairment that substantially limits one or more of life’s major activities, such as seeing, walking, talking, thinking, eating, etc., and is permanent. Also covered under the ADA are individuals who have a record of having such impairment and who are regarded as having such impairment whether they have the impairment or not. Physical and mental impairments include physiological disorders or conditions, cosmetic disfigurements, anatomical loss, learning disabilities, mental retardation, emotional or mental illness, etc.
• Can provide documentation that an ADA-defined disability exists according to the following general and specific documentation requirements:

General documentation guidelines require that all documentation provided must come from a licensed/certified professional trained and qualified in the appropriate area(s) and must provide current and comprehensive documentation of the student’s disability. The professional providing the documentation must have firsthand knowledge of the student’s condition and must be an impartial professional who is not related to the student. Documentation should be provided on letterhead, dated and signed. It should include diagnostic information and an explanation of the current functional limitations of the disability in an academic environment. It should be thorough enough to explain how a major life activity is “substantially limited” and detailed enough to support the accommodations that are being requested. If medications related to the disability are being taken, the documentation should address the impact of the medications on the student’s ability to participate in all aspects of the academic environment. Additional, specific documentation requirements are outlined below.

Learning Disabilities - A psychological or psycho-educational evaluation, not older than three years, must be provided by a licensed professional.  The evaluation must meet the Board of Regents criteria for LD eligibility.  You may obtain specific information about Board of Regents criteria by contacting the Student Development Center or visiting the Regents Center for Learning Disorders (RCLD) web site. You will find a link to RCLDs web site on our links page. 

Attention Deficit Disorder - A report from a professional, such as a medical doctor or licensed psychologist, must document the disorder.  The Board of Regents has specific criteria documentation for ADHD must meet. You may obtain specific information regarding Board of Regents criteria by contacting the Student Development Center or visiting the Regents Center for Learning Disorders (RCLD) web site. You will find a link to RCLD's web site on our links page. 

Psychological Disabilities - A report done by a licensed psychologist or psychiatrist within the last twelve months documenting the disabling condition(s) and resulting impact on academic functioning. 

Motor Impaired - Results of an examination done within the last twelve months from a medical doctor.   Report must include the impact of the disability on academic functioning.

Visual Impairments - Results of an examination done within the last twelve months from a optometrist or ophthalmologist documenting the visual disability and the impact on academic functioning.

Hearing Impairments - Results of an examination done within the last twelve months from a medical doctor or speech and hearing center licensed specialist documenting the hearing disability and the impact on academic functioning. 

Traumatic Brain Injury - A psychological, psychoeducational, or medical evaluation done in the last twelve months describing the effects of the injury on cognitive functioning, and the impact of the disability on academics.  Traumatic Brain Injury may also be referred to as Acquired Brain Impairment.

Eligibility for Students with Acquired Brain Injury:

Diagnosis - Certain criteria must be met in order for DRC to serve a student who has ABI. For a student with sensorimotor disorders, a report from a neurologist or other appropriate health practitioner is necessary to document the impairment and the resultant prognosis. For students with cognitive or psychological disorders, however, a neuropsychological evaluation is required. It is recommended that a person with ABI participate in a thorough neuropsychological evaluation of intellectual abilities to determine whether, with appropriate academic accommodations, college is viable, and what accommodations need to be instituted. However, if a student has not had neuropsychological testing, DRC will offer a list of qualified evaluators in the community to choose from.

Neuropsychological evaluations typically involve an assessment of cognitive and psychological strengths and limitations, readiness for college, learning style, interests and individual needs. The report should make recommendations regarding appropriate academic accommodations such as testing adaptations and learning strategies. It is important that the neuropsychological evaluation be performed by a person trained in such assessments. DRC utilizes professionals with a Ph.D. in Neuropsychology, or Ph.D.'s in Clinical or Counseling Psychology with post-doctoral training in Neuropsychology. Also recommended is membership in a neuropsychology professional group such as INS, NAN, or Division 40 of APA.

Speech/Language Impairments - A report from a Speech/Language Pathologist documenting the disability and the impact on academic functioning. 

Other Health Impairments - A report done in the last twelve months by an appropriate specialist documenting the disability and describing the impact on the student's academic abilities functioning.  

Students requesting services based on a learning disability diagnosis evaluated and approved by the Regents' Center for Learning Disorders must comply with criteria listed by the RCLD and have such approved diagnosis confirmed in writing, or a student may choose to be evaluated by the Regents' Center for Learning Disorders and submit the evaluation report to the Director of Student Development Center for eligibility determination.

 Last updated Tuesday, February 21, 2006 10:02 AM